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This book invites readers to explore the complexity of becoming a teacher through the stories of two novice ELA teachers, Emelio and Rachel, over the course of their first two years. The authors'detailed, empathetic, and ethnographic approach allows space for the teachers to reveal little-seen and often overlooked'wobble moments.'These moments illuminate the complexity and nuances that confront, confound, and compel teachers to remain in dialogue with practice. Documenting the journeys of two teachers with compassion and intellectual rigor, this book provides insights into and challenges preconceived notions of what it means to be a teacher. It is essential reading for preservice teachers, scholars, and researchers in English education, as well as individuals considering teaching as a profession.

Now in its fifth edition, the Handbook of Research on Teaching the English Language Arts--sponsored by the International Literacy Association and the National Council of Teachers of English--remains at the forefront in bringing together prominent scholars, researchers, and professional leaders to offer an integrated perspective on teaching the English language arts and a comprehensive overview of research in the field. Reflecting important developments since the publication of the fourth edition in 2017, this new edition is streamlined and completely restructured around'big ideas'in the field related to theoretical and research foundations, learners in context, and new literacies. Addressing all the language arts within a holistic perspective (speaking/listening, viewing, language, writing, reading), it covers new and important topics, such as online learning, multimodalities, culturally responsive learning, and more.

This book shows literacy professionals how to develop the dispositions and actions associated with advocacy-focused teaching. While portraits of culturally conscious literacy teachers are now readily available, becoming such a teacher continues to be a challenge. Drawing from 60+ years of experience working with teacher candidates and teachers in the city of Philadelphia, the authors argue that becoming an advocacy-focused literacy teacher requires making moral commitments to students and developing professional competencies that fuse literacy, language, and equity studies. Recognizing that educators can be overwhelmed trying to match the realities they face daily with the theory behind good practice, Connecting Equity, Literacy, and Language packs a lot of big ideas into one readable, concise book that is perfect for use in literacy methods courses. The text includes definitions and examples of equity concepts, relatable teacher vignettes, and “Pause and Reflect” boxes to encourage reflection and classroom conversation.Book Features:Examines the central problems of students'disconnection with school, spirit murdering, and the teacher education gap.Looks at inequities that have become normalized in classrooms and schools through standardized testing, literacy teaching routines and structures, and deficit-laced language about students and families.Discusses literacies and languages as cultural practices and the need to be vigilant about the linguistic violence that occurs when students'languages are delegitimized.Describes critically and culturally centered teaching frameworks.Provides vivid examples of advocacy-focused teaching.

A COUNTERNARRATIVEThis groundbreaking book uncovers how anti-Black racism has informed and perpetuated anti-literacy laws, policies, and customs from the colonial period to the present day. As a counternarrative of the history of Black literacy in the United States, the book's historical lens reveals the interlocking political and social structures that have repeatedly failed to support equity in literacy for Black students. Arlette Ingram Willis walks readers through the impact of anti-Black racism's impact on literacy education by identifying and documenting the unacknowledged history of Black literacy education, one that is inextricably bound up with a history of White supremacy.Willis analyzes, exposes, illuminates, and interrogates incontrovertible historical evidence of the social, political, and legal efforts to deny equal literacy access. The chapters cover an in-depth evolution of the role of White supremacy and the harm it causes in forestalling Black readers'progress; a critical examination of empirical research and underlying ideological assumptions that resulted in limiting literacy access; and a review of federal and state documents that restricted reading access for Black people. Willis interweaves historical vignettes throughout the text as antidotes to whitewashing the history of literacy among Black people in the United States and offers recommendations on ways forward to dismantle racist reading research and laws. By centering the narrative on the experiences of Black people in the United States, Willis shifts the conversation and provides an uncompromising focus on not only the historical impact of such laws and policies but also their connections to present-day laws and policies.A definitive history of the instructional and legal structures that have harmed generations of Black people, this text is essential for scholars, students, and policymakers in literacy education, reading research, history of education, and social justice education.

The use of literary texts in language classrooms is firmly established, but new questions arise with the transfer to remote teaching and learning. How do we teach literature online? How do learners react to being taught literature online? Will new genres emerge from the COVID-19 pandemic? Is the literary canon changing?This volume celebrates the vitality of literary and pedagogic responses to the pandemic and presents research into the phenomena observed in this evolving field. One strand of the book discusses literary outputs stimulated by the pandemic as well as past pandemics. Another strand looks at the pedagogy of engaging learners with literature online, examining learners of different ages and of different proficiency levels and different educational backgrounds, including teacher education. Finally, a third strand looks at the affordances of various technologies for teaching online and the way they interact with literature and with language learning. The contributions in this volume take literature teaching online away from static lecturing strategies, present numerous options for online teaching, and provide research-based grounding for the implementation of these pedagogies.

It is vital for educators to be aware of how traumatic experiences affect today's students, yet few teachers learn the tools needed to successfully teach these students. This book highlights how English Language Arts teachers, who are typically not licensed or specifically trained to work with trauma issues, can design and implement instruction that helps students see that they are supported. This book provides specific strategies for teaching literacy based on the authors'extensive knowledge and experience in trauma-sensitive instruction, adolescent literacy, and culturally responsive–sustaining pedagogies. The authors show how to support middle and high school students with specific literacy practices (reading, speaking, listening, and writing) that build resilience. Trauma-Sensitive Literacy Instruction is for the many teachers who are unsure how to invite students and their traumas into classroom instruction and embed critical discussions and learning within their teaching practices and pedagogy. It will help ELA teachers navigate student trauma in a way that empowers both students and teachers.Book Features: Responds to research that consistently shows how schools are often places that marginalize—and sometimes traumatize or retraumatize—children. Offers specific information related to literature, writing, discussion, and inquiry activities focused on various traumatic experiences. Provides rationales and research, along with examples, teacher vignettes, and steps for incorporating relevant practices in classrooms (grades 6–12).“In this book, ELA teachers will find actionable pedagogical practices toward the transformative teaching trauma demands and the respect, care, and support along the way that ELA educators need and deserve.”—From the Foreword by Elizabeth Dutro, professor, University of Colorado Boulder

Learn to dot your I's and cross your T's with this hands-on grammar practice The rules of grammar can seem abstract and confusing. But putting them into practice will help you understand and retain grammatical conventions. In Grammar: 1001 Practice Questions For Dummies, you'll get the step-by-step and hands-on experience you need to improve your conjugations, gerund use, punctuation, and more. Each practice question includes detailed explanations and solutions available both in the book and online. The book also includes: Intuitive questions on everything from Oxford commas to verb tense Free, one-year access to all 1,001 practice questions online, and the ability to create customized quizzes and study sessions Detailed explanations for every question to help build your understandingIdeal for self-paced learning and as a companion for students in grammar and English classes in high school and college, Grammar: 1001 Practice Questions For Dummies (+ Free Online Practice) is a must-have resource to improve your written and spoken English communication. Grammar: 1001 Practice Questions For Dummies (9781119883746) was previously published as 1,001 Grammar Practice Questions For Dummies (9781118745014). While this version features a new Dummies cover and design, the content is the same as the prior release and should not be considered a new or updated product.

This eBook+ version includes the following enhancements: interactive features and links to the up-to-date Companion Website, with more strategies and examples of practice and student work. This book's unique and engaging voice, supported by its many resources, will help future and in-service teachers bring the language arts to life in their own classrooms.This book helps readers envision their future classrooms, including the role technology will play, as they prepare to be successful teachers. Comprehensively updated, the second edition addresses new demands on teaching in traditional and virtual ELA classrooms, and the new ways technology facilitates effective instructional practices. Organized around the receptive language arts—the way learners receive information—and the expressive language arts—the way leaners express ideas—chapters cover all aspects of language arts instruction, including new information on planning and assessment; teaching reading and writing fundamentals; supporting ELLs, dyslexic, and dysgraphic learners; using digital tools; and more. In every chapter, readers can explore a rich array of teaching tools and experiences, which allow readers to learn from real-world classrooms.

The CoreEmpathy approach and accompanying lessons are designed to cultivate student empathy while simultaneously developing and deepening student literacy skills. Why should you cultivate empathy in the classroom? Because it not only encourages mutual understanding and caring but also deepens literacy learning. When students walk in the shoes of story characters, the practice extends thoughtfulness to the real people in their lives. The CoreEmpathy approach, developed by literacy specialist Christie McLean Kesler and children's author Mary Knight, turns an empathy lens on the reading and writing essential to all K–6 classrooms, optimizing the connection between them. And rather than being one more thing you need to do, CoreEmpathy interweaves with classroom practices already in play, applicable to the stories the authors highlight as well as to student favorites. Transform your literacy classroom with:A simple step-by-step approach to choosing and using already loved books from your current literacy curriculumThe why, what, and how of teaching literacy through an empathy lensPlentiful examples from real-world classrooms, including the voices of teachers and students as they engage with story the CoreEmpathy wayPractical tips for using the approach with established classroom practicesEasy-to-use, K-6 integrated reading and writing lessonsVast resources for extending your empathy-rich knowledge and practiceInspiration for you to live teaching's greater purpose nowWith its heart in the joy that stories bring to readers of all ages, CoreEmpathy reinvigorates teaching and learning, with effects that last long past the elementary years.

Whitmore and Meyer bring together top literacy scholars from around the world to introduce the concept of manifestations: evidence of meaning making in literacy events, practices, processes, products, and thinking. Manifestation are windows into literacy identities, and serve as affective and sociocultural signifiers of learners'understanding at a point in time and in a specific context. The volume reclaims progressive spaces for understanding reading, writing, drawing, speaking, playing, and other literacies. It grounds manifestations of literacies in the discourse of meaning making and demonstrates how literacy learners and educators are active agents in this complex, social, political, emotional, and multimodal process.Ideal for preservice teachers, graduate students, and researchers in literacy education, this book shifts the conversation away from treating literacies as acquired commodities and illustrates how educators engage with learners to deepen understanding of literacy learners'experiences. Organized by five pillars of literacy—teaching, learning, language, curriculum, and sociocultural contexts—each section covers critical and cutting-edge topics and offers examples, tools, and strategies for research and practical applications in diverse classroom settings. Each chapter includes a range of examples and is followed by a short, complementary reading extension to engage the reader.

Das Konzept einer literarästhetischen Literalität kompensiert Defizite eines am Kompetenzparadigma ausgerichteten Literaturunterrichts. Es ist unter Rekurs auf allgemeindidaktische »Multiliteracies«-Modelle aus dem angloamerikanischen Sprachraum ausgearbeitet und zielt darauf, Schüler_innen eine umfassende kulturelle Partizipation an Formen und Funktionen literarischer Sprache zu ermöglichen - was Kompetenzen im Sinne Franz Weinerts einschließt, zugleich aber hierüber hinausgeht. Eine solche Form literarischer Literalität bildet die Voraussetzung für genuin ästhetische Bildungsimpulse. Dem Modell kommt so eine Brücken- und Vermittlungsfunktion zwischen der Kompetenzorientierung und dem Bildungsanspruch der Schule zu.

Motivated by the need to bring together researchers involved in the acquisition, learning and teaching of the Croatian language and foreign languages to learners at lower elementary level, the recurring scientific conferences Children and Languages Today were established in 2001. At the time the Croatian academic community was short of a conference that was dedicated entirely to critical thinking and the exchange of research findings, outcomes and experience in these particular study areas. As it turns out, Children and Languages Today has served as an incentive for other conferences and meetings in Croatia that continue to promote research in the fields of first and second language acquisition of young learners. Children and Languages Today: First and Second Language Literacy Development is the outcome of the conference held in 2017 at the Faculty of Education, University of Osijek. It is a collection of papers by experts on a wide range of topics that include developing literacy in teaching first and second languages and encompassing different fields of science and expertise, such as children's literature, bilingualism, metaphor usage, translation, vocabulary, narrative and orthography. This book hopes to shed light on and open up an array of questions in the area of literacy development.

Now in its fourth edition, the Handbook of Research on Teaching the English Language Arts – sponsored by the International Literacy Association and the National Council of Teachers of English – remains at the forefront in bringing together prominent scholars, researchers, and professional leaders to offer an integrated perspective on teaching the English language arts and a comprehensive overview of research in the field. Reflecting important developments since the publication of the third edition in 2010, this new edition is streamlined and completely restructured around'big ideas'in the field related to theoretical and research foundations, learners in context, and new literacies. A Companion Website extends and enhances the Handbook with a wealth of additional resources.The Handbook of Research on Teaching the English Language Arts, Fourth Edition: Addresses all of the language arts within a holistic perspective (speaking/listening, language, writing, reading). Is well grounded and balanced in theory and research while promoting validated practice. Features authors who are known for their expertise and who represent diversity in culture, years in the profession, and geographic location. Gives attention to special populations and instructional contexts. Includes new media literacies. Has the authority of a research handbook while remaining practical for students in masters and doctoral classes.

Teaching the Language Arts helps readers envision their future classrooms, including the role technology will play, as they prepare to be effective teachers. The book's multimedia digital format represents a distinctive way to learn about teaching—combining traditional and electronic content, resources, and pedagogy to create a powerful, interactive experience that encourages active learning. Readers can explore a rich array of teaching tools and experiences, including an effective blend of classroom photographs (taken by the authors during school visits), student samples, podcast interviews with teachers and students, classroom videos, and online resources—all of which allow readers to learn from real-world classrooms. This book's unique and engaging voice, supported by its multimedia approach, will help future and in-service teachers bring the language arts to life in their own classrooms. Visit the Companion Website at www.routledge.com/cw/dobler for information on accessing the interactive e-book and additional ideas and resources to help you and your students use it to its full potential.

Writing against Racial Injury recalls the story of Asian American student rhetoric at the site of language and literacy education in post-1960s California. What emerged in the Asian American movement was a recurrent theme in U.S. history: conflicts over language and literacy difference masked wider racial tensions. Bringing together language and literacy studies, Asian American history and rhetoric, and critical race theory, Hoang uses historiography and ethnography to explore the politics of Asian American language and literacy education: the growth of Asian American student organizations and self-sponsored writing; the ways language served as thinly veiled trope for race in the influential Lau v. Nichols; the inheritance of a rhetoric of injury on college campuses; and activist rhetorical strategies that rearticulate Asian American racial identity. These fragments depict a troubling yet hopeful account of the ways language and literacy education alternately racialized Asian Americans while also enabling rearticulations of Asian American identity, culture, and history. This project, more broadly, seeks to offer educators a new perspective on racial accountability in language and literacy education.

Literacy researchers interested in how specific sites of learning situate students and the ways they make sense of their worlds are asking new questions and thinking in new ways about how time and space operate as contextual dimensions in the learning lives of students, teachers, and families. These investigations inform questions related to history, identity, methodology, in-school and out-of school spaces, and local/global literacies. An engaging blend of methodological, theoretical, and empirical work featuring well-known researchers on the topic, this book provides a conceptual framework for extending existing conceptions of context and provides unique and ground-breaking examples of empirical research.

This all-in-one reference is a quick and easy way for book, magazine, online, academic, and business writers to look up sticky punctuation questions for all styles including AP (Associated Press), MLA (Modern Language Association), APA (American Psychological Association), and Chicago Manual of Style.Punctuate with Confidence—No Matter the Style Confused about punctuation? There's a reason. Everywhere you turn, publications seem to follow different rules on everything from possessive apostrophes to hyphens to serial commas. Then there are all the gray areas of punctuation—situations the rule books gloss over or never mention at all. At last, help has arrived. This complete reference guide from grammar columnist June Casagrande covers the basic rules of punctuation plus the finer points not addressed anywhere else, offering clear answers to perplexing questions about semicolons, quotation marks, periods, apostrophes, and more. Better yet, this is the only guide that uses handy icons to show how punctuation rules differ for book, news, academic, and science styles—so you can boldly switch between essays, online newsletters, reports, fiction, and magazine and news articles.This handbook also features rulings from an expert “Punctuation Panel” so you can see how working pros approach sticky situations. And the second half of the book features an alphabetical master list of commonly punctuated terms worth its weight in gold, combining rulings from the major style guides and showing exactly where they differ. With The Best Punctuation Book, Period, you'll be able to handle any punctuation predicament in a flash—and with aplomb.

What's the connection between reading and writing, and how should they be taught—both together and separately? Discover the answers in this cutting-edge research volume, ideal for use as a graduate-level text or a trusted professional reference. Featuring groundbreaking contributions from a who's who of top-level researchers, this important volume gives educators the foundational knowledge they'll need to plan and deliver high-quality, evidence-based reading and writing instruction aligned with Common Core State Standards. Educators will fully explore the link between reading and writing, learn how they complement and enhance each other, and discover promising instructional approaches that can strengthen all students'literacy skills and reduce achievement gaps. THE LATEST RESEARCH ON: Integrating reading and writing instruction Aligning instruction with Common Core State Standards Effectively translating the results of research studies into everyday practice Incorporating literacy instruction into academic content areas Developing a unified assessment model for literacy Building students'critical thinking skills Designing instruction and interventions for English language learners Creating preservice and inservice programs that help teachers support the reading-writing connection Using technology to teach—and strengthen—the reading-writing connection

Reclaiming English Language Arts Methods Courses showcases innovative work in teacher education that fosters teachers'capacities as reflective practitioners and public intellectuals; extends traditional boundaries of methods courses on teaching the English language arts, literacy, children's and young adult literature; and embodies democratic and critical politics that go beyond the reductive economic aims and traditional classroom practices sanctioned by educational policies and corporate educational reforms.Featuring leading and emerging scholars in English language arts teacher education, each chapter provides rich and concrete examples of elementary and secondary methods courses rooted in contemporary research and theory, on-line resources, and honest appraisals of the possibilities, tensions, and limits of doing teacher education differently in a top-down time of standards-based education, high-stakes testing, teacher assessment, and neoliberal education reforms. This book offers important resources and support for teacher educators and graduate students to explore alternative visions for aligning university methods courses with current trends in English and cultural studies, critical sociocultural literacy, new literacies and web 2.0 tools, and teaching the English language arts in multiethnic, multilingual, and underserved urban communities.

Steven Pinker meets Bill Bryson in this landmark exploration of language. In the author's own words,'How Language Works is not about music, cookery, or sex. But it is about how we talk about music, cookery, and sex-or, indeed, anything at all.'Language is so fundamental to everyday life that we take it for granted. But as David Crystal makes clear in this work of unprecedented scope, language is an extremely powerful tool that defines the human species. Crystal offers general readers a personal tour of the intricate workings of language. He moves effortlessly from big subjects like the origins of languages, how children learn to speak, and how conversation works to subtle but revealing points such as how email differs from both speech and writing in important ways, how language reveals a person's social status, and how we decide whether a word is rude or polite. Broad and deep, but with a light and witty touch, How Language Works is the ultimate layman's guide to how we communicate with one another.

Anxious about apostrophes? In a pickle over your pronouns and prepositions? Fear not—Mr. Gwynne is here with his wonderfully concise and highly enjoyable book of grammar. Within these pages, adults and children alike will find all they need to rediscover this lost science and sharpen up their skills. Mr. Gwynne believes that happiness depends at least partly on good grammar—and Mr. Gwynne is never wrong.

The first few years of teaching are critical to the professional development of effective English teachers. In these crucial years, new teachers establish their identities, learn the ins and outs of the curriculum, acclimate to unfamiliar communities, and cope with student behaviors that they never expected. All of this can be daunting for novice teachers. This book can help. The stories within are written by English teachers in the early stages of their careers. In their carefully crafted narratives, teachers offer practical strategies, professional insights, and a wealth of tips for surviving the first years in the classroom. The narratives are grouped into thematic chapters with brief introductions of key terms, helpful learning activities, and provocative discussion questions, all intended to foster critical conversation about beginning a career teaching English. In a time when many teachers leave the profession too soon, Early Career English Teachers in Action gives voice to those who have decided to stay. More importantly, this book validates teacher narratives as a powerful way of understanding what happens inside of the classroom—a way that provides more authentic evidence of learning than standardized test scores will ever supply.

This popular text, now in its fourth edition, “unpacks” the various dimensions of literacy—linguistic and other sign systems; cognitive; sociocultural; and developmental—and at the same time accounts for the interrelationships among them. Distinguished by its examination of literacy from a multidimensional and interdisciplinary perspective, it provides a strong conceptual foundation upon which literacy curriculum and instruction in school settings can be grounded.Linking theory and research to practice in an understandable, user-friendly manner, the text provides in-depth coverage of the dimensions of literacy, includes demonstrations and “hands-on” activities, examines authentic reading and writing events that reflect key concepts, and summarizes the concepts in tables and figures.Changes in the Fourth Edition• Addresses academic language, new literacies/multiliteracies, and their relationship to literacy learning• More fully develops the developmental dimension of literacy in separate chapters on adult mediation and learner construction• Expands the discussion of multimodal literacies• Extends and integrates the discussion of bilingualism and biliteracy throughout the text• Integrates instructional implications more fully throughout

Steven Frank has a new approach to writing: fun first, rules to follow, success for all. In The Pen Commandments, his offbeat and entertaining guide, he's given us a book that all writers can turn to for help and a good laugh. With outrageous anecdotes (how a kid's oral surgery led to the ultimate writing assignment) and irreverent advice (Thou Shalt Not Kill Thy Sentences), Frank shows how to conquer writer's block, make friends with punctuation, and live forever in words. If you want to inspire your kids of just want to brush up on your own skills, The Pen Commandments will change—and enliven—the way you write forever.

Teaching the Dimensions of Literacy provides both the conceptual knowledge to support teachers'instructional decisions in the reading/literacy classroom and a multitude of instructional strategy lessons for classroom use with both monolingual and bilingual students. It proposes that teachers need to help children become code breakers (the linguistic dimension), meaning makers (the cognitive dimension), text users and critics (the sociocultural dimension), and scientists (the developmental dimension). Acknowledging and addressing all four dimensions, this text links literacy theory, literacy research, and literacy practice in a useable way. Covering both reading and writing, it features clear, concise, and useable reading and writing strategy lessons and ways to modify them for different types of students. Changes in the Second Edition: Entirely reorganized, the text is more user friendly, builds a stronger link between theory and practice, and makes it is easier for teachers to locate appropriate strategy lessons to use with their students. Academic literacy is addressed more fully.

Use the English you already know to quickly learn the basics of Spanish with this unique, accessible guide featuring original illustrations by Andy Warhol—from one of America's most prominent language teachers. Read, write, and speak Spanish in only a few short weeks! Even the most reluctant learner will be astonished at the ease and effectiveness of Margarita Madrigal's unique method of teaching a foreign language. Completely eliminating rote memorization and painfully boring drills, Madrigal's Magic Key to Spanish is guaranteed to help you:• Learn to speak, read, and write Spanish quickly and easily• Convert English into Spanish in an instant• Start forming sentences after the very first lesson• Identify thousands of Spanish words within a few weeks of study• Travel to Spanish-speaking countries with confidence and comfort• Develop perfect pronunciation, thanks to a handy pronunciation keyWith original black-and-white illustration by Andy Warhol, Madrigal's Magic Key to Spanish will provide readers with a solid foundation upon which to build their language skills.

Exemplifying what it advocates, this book is an innovative attempt to retrieve the essay form from its degenerate condition in academic writing. Its purpose is to create pedagogical space in which the inner struggle of ‘lived experience'can articulate itself in the first person. Working through essays, the modern, ‘post-secular'self can guide, understand, and express its own transformation. This is not merely a book about writing methods: it has a sharp existential edge. Beginning by defining key terms such as ‘self-transformation', Kwak sketches the contemporary debates between Jürgen Habermas and Charles Taylor on the status of religious language in the public domain, and its relationship to secular language. This allows her to contextualize her book's central questions: how can philosophical practice reduce the experiential rift between knowledge and wisdom? How can the essay form be developed so that it facilitates, as praxis, pedagogical self-transformation? Kwak develops her answers by working through ideas of George Lukács and Stanley Cavell, of Hans Blumenberg and Søren Kierkegaard, whose work is much less familiar in this context than it deserves to be. Kwak's work provides templates for new forms of educational writing, new approaches to teaching educators, and new ways of writing methodology for educational researchers. Yet the importance of her ideas extends far beyond teaching academies to classroom teachers, curriculum developers – and to anyone engaged in the quest to lead a reflective life of one's own.

This book has been replaced by Best Practices of Literacy Leaders, Second Edition, ISBN 978-1-4625-4228-4.

This book is interdisciplinary in focus and centers on enlarging teachers'understanding of how reading and writing can change lives and how the language arts can contribute significantly to and change educational processes in the twenty-first century. Implicit in its argument is that although the emphasis on science and math is crucial to education in the digital edge, it remains vitally important to keep reading and writing, language and story, at the heart of the educational process. This is particularly true in a democratic society because shaping stories through human language can enhance the quality of our lives, and teach us something important about what it means to be human and vulnerable. In this sense, stories allow for self-reflection and an increased opportunity to enhance and understand emotional intelligence and human community.

Grounded in state-of-the-art research, this book explores how English language learners develop both the oral language and literacy skills necessary for school success. Chapters examine the cognitive bases of English acquisition, and how the process is different for children from alphabetic (such as Spanish) and nonalphabetic (such as Chinese) language backgrounds. The book addresses a key challenge facing educators and clinicians: identifying students whose poor English skills may indicate an underlying impairment, as opposed to still-developing language proficiency. Implications for diagnosis, intervention, and instruction are highlighted throughout.

To re-engage students with literacy, teachers need an entry point that recognizes and honors students'out-of-school identities. This book looks at how artifacts (everyday objects) access the daily, sensory world in which students live. Exploring how artifacts can generate literacy learning, the book shows teachers how to use a family photo, heirloom, or recipe to tell intergenerational tales; how to collaborate with local museums and cultural centers; how to create new material artifacts; and much more. Featuring vignettes, lesson examples, and photographs, the text includes chapters on community connections, critical literacy, adolescent writing, and digital storytelling. Book Features:A theoretical framework for teaching literacy that unites the domains of home and school and brings students'passions to the forefront.A fresh, integrated synthesis of the fields of New Literacy Studies, multimodality, material cultural studies, and literacy education.New field-tested ideas for creating lessons that improve literacy standards.“This engaging book makes a significant contribution to our understanding of how artifactual knowledge and practices cross borders in ways that can lead to powerful learning.”—Rebecca Rogers, University of Missouri–St. Louis“Pahl and Rowsell provide a rich framework for approaching and engaging everyday artifacts as potential sites of story, community building, and identity performance.... They open significant new avenues to literacy educators.”—From the Foreword by Lesley Bartlett and Lalitha Vasudevan, both at Teachers College, Columbia University

This practical guide presents inspiring, research-based activities for teaching students in grades K–12 how to read and think critically about informational texts. With five essential types of strategies, seasoned and preservice teachers learn ways to help students select engaging, challenging reading materials; develop their knowledge of history, science, and other content areas; master vocabulary that aids understanding; build essential comprehension skills across the curriculum; and write effectively about texts they have read. Each of the 35 strategies features a helpful reproducible worksheet in a large-size format. The teacher-friendly appendix lists recommended books, magazines, and websites for each grade level.

Accessible and user-friendly, this volume presents evidence-based practices for integrating language and literacy knowledge to enhance children's learning in today's standards-based classrooms. While grounded in theory and research, the book focuses on day-to-day concerns in instruction and intervention, identifying models for effective collaboration among speech-language pathologists, general and special educators, and reading specialists. Chapters cover a range of approaches for targeting core areas of literacy--word recognition, reading comprehension, writing, and spelling--with particular attention to working with students with language learning difficulties.

Language in the Schools: Integrating Linguistic Knowledge Into K-12 Teaching addresses two important questions:•What aspects of linguistic knowledge are most useful for teachers to know?•What kinds of activities and projects are most effective in introducing those aspects of linguistic knowledge to K-12 students?The volume focuses on how basic linguistic knowledge can inform teachers'approaches to language issues in the multicultural, linguistically diverse classroom. The text also includes examples of practical applications of language awareness to pedagogy, assessment, and curriculum construction, which support the current goals of language arts, bilingual, and ESL education.Language in the Schools: Integrating Linguistic Knowledge Into K-12 Teaching contributes to the resources on linguistics and education by taking prospective teachers beyond basic linguistics to ways in which linguistics can productively inform their teaching and raise their students'awareness of language. It is intended as a text for students in teacher education programs who have a basic knowledge of linguistics.

Children's literacy development forms the foundation for lifelong learning. Acquisition of reading and writing skills involves crucial aspects of both cognitive and psychosocial development. This book critically analyses research and theory on literacy acquisition from an ecological perspective.Children's Literacy Development considers both universals and specifics of reading acquisition, with particular emphasis on early literacy development across cultures. Topics covered include the effects of culture on literacy fundamentals, building blocks of reading, phonological development, morphological awareness, visual and orthographic skill acquisition, writing and spelling development, and reading comprehension. It also reviews cross-cultural research on the effects of teaching, dyslexia, and bilingualism on literacy acquisition. This text, written for those with no previous background in reading development or impairment, is an excellent resource for both students and professionals interested in literacy development, including those in the areas of psychology, education, linguistics, and paediatrics.

Through a blend of personal narrative, cultural and literary analysis, and discussions about teaching, Minor Re/Visions: Asian American Literacy Narratives as a Rhetoric of Citizenship shows how people of color use reading and writing to develop and articulate notions of citizenship. Morris Young begins with a narration of his own literacy experiences to illustrate the complicated relationship among literacy, race, and citizenship and to reveal the tensions that exist between competing beliefs and uses of literacy among those who are part of dominant American culture and those who are positioned as minorities. Influenced by the literacy narratives of other writers of color, Young theorizes an Asian American rhetoric by examining the rhetorical construction of American citizenship in works such as Richard Rodriguez's Hunger of Memory, Victor Villanueva's Bootstraps: From an American Academic of Color, Carlos Bulosan's America Is in the Heart, and Maxine Hong Kingston's “Song for a Barbarian Reed Pipe” from Woman Warrior. These narratives, Young shows, tell stories of transformation through education, the acquisition of literacy, and cultural assimilation and resistance. They also offer an important revision to the American story by inserting the minor and creating a tension amid dominant discourses about literacy, race, and citizenship. Through a consideration of the literacy narratives of Hawai`i, Young also provides a context for reading literacy narratives as responses to racism, linguistic discrimination, and attempts at “othering” in a particular region. As we are faced with dominant discourses that construct race and citizenship in problematic ways and as official institutions become even more powerful and prevalent in silencing minor voices, Minor Re/Visions reveals the critical need for revising minority and dominant discourses. Young's observations and conclusions have important implications for the ways rhetoricians and compositionists read, teach, and assign literacy narratives.