Uniquely bringing together discourse analysis, critical literacy, and teacher research, this book invites teacher educators, literacy researchers, and discourse analysts to consider how discourse analysis can be used to foster critical literacy education.
Language, Literacy, and Learning in Primary Schools is a synthesis of the findings arising from four years of policy research and development in Nigeria's primary schools that focused on the gap between what teachers should know and be able to do, and the realities of teaching and learning in classrooms.
Language, Literacy, and Learning in STEM Education brings together a range of applied linguistic researchers and projects that address the interface among language studies, science, engineering, and education.
In postindustrial economies such as the United States and Great Britain, the black/white achievement gap is perpetuated by an emphasis on language and language skills, with which black American and black British-Caribbean youths often struggle. This work analyzes the nature of educational pedagogy in the contemporary capitalist world-system under American hegemony.
Language, Literacy, and Power in Schooling brings critical ethnographic perspectives to bear on language, literacy, and power in culturally and linguistically diverse contexts, showing how literacy and schooling are negotiated by children and adults and how schooling becomes a key site of struggle over whose knowledge, discourses, and literacy practices "count."
The book continues to be an accessible guide to current theory on literacy with practical applications in the classroom, but has a new focus on the ecologies of literacy, and on participatory and visual ways of researching literacy.
This edited collection will stand as the first volume that specifically describes service-learning programs and courses designed as part of teacher education programs in the fields of literacy education, secondary English education, elementary language arts education, and related fields.
Administrators will find a user-friendly, five-stage planning process with six essential rubrics for developing, implementing, monitoring, and sustaining a successful literacy initiative for Grades 4–12.
Helps teachers leverage the Common Core instructional shifts--building knowledge through content-rich nonfiction, reading for and writing with evidence, and regular practice with complex text--to engage students in work that matters.