Using a multiliteracies theoretical framework highlighting social diversity and multimodality as central in the process of meaning making, this book examines literacy teaching and learning as embedded in cultural, linguistic, racial, sexual, and gendered contexts and explores ways to foster learning and achievement for diverse students in various settings. Attending simultaneously to topics around two overarching and interrelated themeslanguages and language variations, and cultures, ethnicities, and identitiesthe chapter authors examine the roles that multiliteracies play in students lives in and out of classrooms. In Part I, readers are asked to examine beliefs and dispositions as related to different languages, language varieties, cultures, ethnicities, and identities. Part II engages readers in examining classroom and community practices related to different languages and language varieties, cultures, ethnicities, and identities.
Recenzijas
"Boyd and Brock and the educators theyve assembled have created a framework for teachers to, first of all, develop a vivid and lucid understanding of how issues of social diversity transact with the concept of multiliteracies. They then pull out their ace card and show how these transactions can and should play out in classrooms."
--Bob Fecho, University of Georgia, USA
| Foreword |
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vii | |
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| Preface: An Overview of the Book |
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xi | |
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1 Reflections on the Past, Working within the "Future" Advancing a Multiliteracies Theory and Pedagogy |
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1 | (10) |
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PART I Exploring Languages, Language Varieties, Culture, Ethnicity, and Identities |
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11 | (96) |
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2 Language Study in Teacher Education: Cultivating Teachers' Understandings of Language Variation |
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13 | (17) |
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3 "Deadly Ways to Learn": Language Variation, Ideology, and Learning Literacies |
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30 | (12) |
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4 My Life in Stories, My World in Pictures: A View of Multiliteracies from the Outside In |
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42 | (16) |
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5 White Male Teachers Exploring Language, Literacy, and Diversity: A Self-Study of Male Perceptions of Diversity(ies) |
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58 | (16) |
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6 Embracing Sexual Diversity in Classroom Teaching |
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74 | (15) |
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7 Designing Safe Places to Talk about Contentious Topics |
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89 | (18) |
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PART II Exploring Languages, Language Varieties, Culture, Ethnicity, and Identities in Classrooms and Communities |
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107 | (92) |
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8 Code-switching and Contrastive Analysis: Tools of Language and Culture Transform the Dialectally Diverse Classroom |
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109 | (18) |
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9 Tangled in Charlotte's Web: Lessons Learned from English Learners |
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127 | (17) |
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10 Culture and Identity: Promoting the Literacies of a Sudanese Father and Son |
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144 | (10) |
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11 Social Equity Teaching in Action: My Community Is My Classroom |
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154 | (14) |
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Gwendolyn Thompson McMillon |
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12 Transforming Locked Doors: Using Multiliteracies to Recontextualize Identities and Learning for Youth Living on the Margins |
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168 | (18) |
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13 "That Teacher Just Uses Her Mouth": Inviting Linguistically Diverse Students to Learn |
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186 | (13) |
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PART III Lessons Learned about Social Diversities within Multiliteracies |
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199 | (14) |
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14 Transforming Practice in Action Cynthia H. Brock and Fenice B. Boyd |
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201 | (12) |
| Index |
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213 | |
Fenice B. Boyd is Associate Professor, Literacy Education, Graduate School of Education, University at Buffalo, SUNY, USA.
Cynthia H. Brock is Lecturer, Literacy Studies, School of Education, University of South Australia, Australia.
