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In their new collaboration, Celia Genishi and Anne Haas Dyson celebrate the genius of young children as they learn language and literacy in the diverse contexts that surround them. Despite burgeoning sociocultural diversity, many early childhood classrooms (pre-K to grade 2) offer a 'one-size-fits-all' curriculum, too often assessed by standardized tests. In contrast, the authors propose diversity as the new norm. They feature stories of children whose language learning is impossible to standardize, and they introduce teachers who do not follow scripts but observe, assess informally, respond to, and grow with their children. Among these children are rapid language learners and those who take their time to become speakers, readers, and writers at 'child speed.' All these learners, regardless of tempo, are often found within the language-rich contexts of play.
This collection, edited by leaders in the field of early childhood and multicultural education, is a valuable resource for those studying and working with young children. Chapters emphasize the relationship between theory, research, and practice, and provide illustrations of equitable and inclusive practices that move us toward social justice in the critical field of early childhood education. Drawing from the current literature on ability, class, culture, ethnicity, gender, languages, race, and sexual orientation, the book presents a forward-looking account of how diversity could improve the educational experience of children from birth to grade three.
Building on her groundbreaking work in Writing Superheroes, Anne Dyson traces the influence of a wide-ranging set of "textual toys" from children's lives--church and hip-hop songs, rap music, movies, TV, traditional jump-rope rhymes, the words of professional sports announcers and radio deejays--upon school learning and writing. Wonderfully rich portraits of five African American first-graders demonstrate how children's imaginative use of wider cultural symbols enriches their school learning. Featuring lively and engaging vignettes of children who are often left behind by our educational system, this book: Provides a detailed view of written language development from inside a particular childhood culture. Shows that children bring a rich folk culture to school and demonstrates how they "remix" their cultural references to accommodate school tasks such as writing. Turns the traditional educational view inside out by starting from inside a child's culture and looking out toward the demands of school, rather than starting on the outside of the child and looking in. Provides concrete examples of how children's cultural literacy practices translate into classroom practices and, in turn, into practices of academic success.
This collection, edited by leaders in the field of early
childhood and multicultural education, is a valuable resource for
those studying and working with young children. Chapters emphasize
the relationship between theory, research, and practice, and
provide illustrations of equitable and inclusive practices that
move us toward social justice in the critical field of early
childhood education. Drawing from the current literature on
ability, class, culture, ethnicity, gender, languages, race, and
sexual orientation, the book presents a forward-looking account of
how diversity could improve the educational experience of children
from birth to grade three.
This compelling book examines the often cited but poorly supported claims that immigrants fail to learn English, and the mistaken belief that immigrant communities cling to their heritage languages. The author reveals that, on the contrary, English is being learned at a rapid pace while heritage languages are disappearing quickly from family use. She shows us how current assumptions have a pervasive influence on language policy in the United States. Ultimately, the author argues for an educational approach that effectively embraces immigrant communities as they tackle the obstacles to language learning in the United States. This unique volume offers a short, readable introduction to these issues suitable for nonspecialists as well as educators, researchers, and other professionals.
This groundbreaking study of an innovative charter school is the first to look closely at adolescent identity by analyzing the language of narratives told in school. The author helps us to understand why adolescents sometimes make choices that seem incomprehensible to the adults who work with them. This unique book links issues of school reform with close analysis of language and interaction within a school to help us understand the needs and desires of some of today's diverse adolescent students. Both compelling and illuminating, this important book is essential reading for anyone seeking to understand the human effects (and not just the resultant test scores) of school reform.
This timely book uses research on literacy outside of school to challenge how we think about literacy inside of school. Bringing together highly respected literacy researchers, this volume bridges the divide in the literature between formal education and the many informal settings -- homes, community organizations, after-school programs, etc. -- in which literacy learning flourishes. To help link research findings with teaching practices, each chapter includes a response from classroom teachers (K-12) and literacy educators. This book's unique blending of perspectives will have a profound effect on how literacy will be taught in school.
This book offers an exciting new perspective on language socialization in Latino families. Tackling mainstream views of childhood and the role and nature of language socialization, leading researchers and teacher trainers provide a historical, political, and cultural context for the language attitudes and socialization practices that help determine what and how Latino children speak, read, and write. Representing a radical departure from the ways in which most educators have been taught to think about first language acquisition and second language learning, this timely volume: introduces the theories and methods of language socialization with memorable case studies of children and their families; highlights the diversity of Latino communities, covering children and caretakers of Mexican, Caribbean, and Central American origin living in Chicago, San Antonio, the San Francisco Bay Area, Los Angeles, San Diego, Miami, Tucson, and New York City; offers important insights into the ways in which children learn to speak and read by negotiating overlapping and/or conflicting cultural models; and suggests universal practices to facilitate language socialization in multilingual communities, including applications for teachers.
Beginning Reading and Writing provides current, research-based information on the advances and refinements in the areas of emerging literacy and the early stages of formal instruction in reading and writing. Filled with concrete suggestions for classroom practice, this book is useful for the preservice and inservice professional development of teachers, prekindergarten through grade two. It is also an excellent resource for policymakers, administrators, and supervisors as they plan and implement State and local early literacy initiatives.
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