Learning from Culturally and Linguistically Diverse Classrooms Using Inquiry to Inform Practice

ISBN-10: 0807753440

ISBN-13: 9780807753446

Edition: 2012

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Description: This resource guide looks at new classroom-based literacy research that supports all learners, including culturally and linguistically diverse students. The authors demonstrate how teachers and researchers develop instructional practices based on multiple languages and the literacy contexts of their schools. They describe classrooms where literacy and learning is encouraged and respected, highlighting best practices for classrooms that include English language learners. This valuable book will inform all educators interested in classroom literacy research and how it supports achievement for diverse students. It features contributions from authors at the forefront of teacher research that hold the most promise for initiating change. Contributors: Josephine Arce, Diane Brantley, Sandra A. Butvilofsky, Susan Courtney, Gregory J. Cramer, Elizabeth Padilla Detwiler, Virginia Gonzalez, Dana L. Grisham, Shira Lubliner, Jodene Kersten Morrell, Sandra Liliana Pucci, Alice Quiocho, Ambika G. Raj, Richard Rogers

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Book details

List price: $36.95
Copyright year: 2012
Publisher: Teachers College Press, Teachers College, Columbia University
Publication date: 8/17/2012
Binding: Paperback
Pages: 208
Size: 6.00" wide x 9.25" long x 0.75" tall
Weight: 0.638
Language: English

Foreword
Introduction: Making Meaning of Classroom Research
Honoring Teacher Voices: Practices and Perceptions of Teachers Using a Core Reading Program to Support School Improvement
Effective Bilingual Education Pedagogy for Developing Oral Language and Preliteracy Skills in Hispanic Preschoolers
"You Gotta Say What's in the Book in Your Own Words": Creating Spaces for Second Language Literacy Development in an Urban Multiage Classroom
The Young Writers Group: Increasing Struggling Elementary Students' Literacy Achievement Through Dialogue and Technology
Learning from Roberto: Scaffolding Second Language Writing Development
Cognate Strategy Instruction: Providing Powerful Literacy Tools to Spanish-Speaking Students
"What I Know About Spanish is That I Don't Talk it Much": Bilingual Fifth-grade Students' Perceptions of Bilingualism
Scaffolding Discussions to Develop Comprehension and Students' Voices
The Story of Cesar Chavez High School: One Small School's Struggle for Biliteracy
Afterword: Reflecting on Classroom-Based Literacy Research
About the Editors and the Contributors
Index
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