Literacy researchers explore social diversity in the teaching of language in the contexts of exploring languages, language varieties, culture, ethnicity, and identities in classrooms and communities. Their topics include advancing a multiliteracies theory and pedagogy, cultivating teachers' understandings of language variation, a self-study of male perceptions of diversity, embracing sexual diversity in classroom teaching, designing safe places to talk about contentious topics, promoting the literacies of a Sudanese father and son, using multiliteracies to recontextualize identities and learning for youth living on the margins, and transforming practice in action. Annotation ©2015 Ringgold, Inc., Portland, OR (protoview.com)
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.
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