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Race, Culture, and Identities in Second Language Education
The concept and construct of race is often implicitly yet profoundly connected to issues of culture and identity. Meeting an urgent need for empirical and conceptual research that specifically explores critical issues of race, culture, and identities in second language education, the key questions addressed in this groundbreaking volume are these: How are issues of race relevant to second language education? How does whiteness influence students’ and teachers’ sense of self and instructional practices? How do discourses of racialization influence the construction of student identities and subjectivities? How do discourses on race, such as colorblindness, influence classroom practices, ed...
Grandmother Loves My Dancing Fingers
Grandmother Loves My Dancing Fingers is a fictional portrayal of how young learners gain literacy through their interactions with others. In her storytelling Ramona Jacques Bard present a grandchild and her grandmother as being active participants in learning on multiple levels. One important message to readers (child or adult) is that fantasies and dreams of young children are very real to them; they act them out while forming mental pictures and communicating those images in their own very special ways. You will enjoy being introduced to a poignant message that says what children collect along their life journeys shape destinies, rich with their fore bearers influences influences which are unending links across human destiny.
African American, Creole, and Other Vernacular Englishes in Education
This comprehensive bibliography provides more than 1600 references to publications from the past half century on education in relation to African American Vernacular English, English-based pidgins and creoles and other vernacula Englishes, with accompanying abstracts for many.
Discourse Analysis and the Study of Classroom Language and Literacy Events
Provides a microethnographic approach to the discourse analysis of classroom language and literacy events.
Reframing the Emotional Worlds of the Early Childhood Classroom
This volume examines the emotional world of the early childhood classroom as it affects young children (whose emotional wellbeing is crucial to successful learning), educators (for whom teaching is never a solely cognitive act), parents, and administrators. In a culture where issues such as bullying and teacher burnout comprise major challenges to student success, this book brings together diverse voices (researchers, practitioners, children, and parents) and multiple perspectives (theoretical and personal) to refocus attention on the pivotal role of emotion in schools. To do so, editors Samara Madrid, David Fernie, and Rebecca Kantor envision emotion as a dynamic, fluid, and negotiated construct, performed and produced in the daily lives of children and adults alike. A nuanced yet cohesive analysis, Reframing the Emotional Worlds of the Early Childhood Classroom thus presents a challenge to the overriding concern with quantifiable classroom achievement that increasingly threatens to push the emotional lives of classroom participants to the margins of educational and public discourse.
Visualizing Elementary Social Studies Methods
This debut edition of Visualizing Elementary Social Studies offers students a unique way to explore issues and ideas about how to teach social studies using text, pictures, and graphics brought together in a stimulating and thoughtful design. In this book, content and pedagogy are blended to take advantage of the rich visual context that National Geographic images provide. Students who use this book will explore central teacher education topics in elementary social studies along with concepts and ideas from social studies disciplines including history, geography, political science, economics and behavioral sciences. Visualizing Elementary Social Studies is infused with explorations of how to...
The Handbook of Intercultural Discourse and Communication
The Handbook of Intercultural Discourse and Communication brings together internationally-renowned scholars from a range of fields to survey the theoretical perspectives and applied work, including example analyses, in this burgeoning area of linguistics. Features contributions from established researchers in sociolinguistics and intercultural discourse Explores the theoretical perspectives underlying work in the field Examines the history of the field, work in cross-cultural communication, and features of discourse Establishes the scope of this interdisciplinary field of study Includes coverage on individual linguistic features, such as indirectness and politeness, as well as sample analyses of IDC exchanges
Defying Convention, Inventing the Future in Literary Research and Practice
Ken and Yetta Goodman are renowned and revered worldwide for their pioneering, influential work in the field of reading/literacy education. In this volume major literacy scholars from around the world pay tribute to their work and offer glimpses of what the future of literacy research and practice might be. The book is structured around several themes related to research, practice, and theories of reading and literacy processes that characterize the Goodmans’ scholarship. Each chapter reveals how the author’s scholarship connects to one or both of the Goodmans’ work and projects that connection to the future – what are the implications for future research, theory, practice, and/or assessment? This milestone volume marking the hugely significant work of the Goodmans will be welcomed across the field of literacy education.
The Genesis of Fiction
This book considers a range of twentieth-century novelists who practise a creative mode of reading the Bible, exploring aspects of the Book of Genesis which more conventional biblical criticism sometimes ignores. Each chapter considers some of the interpretive challenges of the relevant story in Genesis, especially those noted by rabbinic midrash, which serves as a model for such creative rewriting of the biblical text. All the novelists considered, from Mark Twain, John Steinbeck and Thomas Mann to Jeanette Winterson, Anita Diamant and Jenny Diski, are shown to have been aware of the midrashic tradition and in some cases to have incorporated significant elements from it into their own writing. The questions these modern and postmodern writers ask of the Bible, however, go beyond those permitted by the rabbis and by other believing interpretive communities. Each chapter therefore attempts to chart intertextually where the writers are coming from, what principles govern their mode of reading and rewriting Genesis, and what conclusions can be drawn about the ways in which it remains possible to relate to the Bible.
