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Applying a languaging perspective, this volume frames the teaching and learning of literacy, literature, language, and the language arts as social and linguistic actions that generate new questions to make visible social, cultural, psychological, linguistic, and educational processes. Chapter authors explore diverse aspects of a languaging framework, the perspective of language as a series of ongoing and evolving interactional social actions and processes over time. Based on their research, the authors suggest directions for addressing substantive engagement as well as the marginalization, superficiality, and violence (symbolic and otherwise) that characterize the educational experience of so many students. Responding to the need to foster and support students’ intellectual, social, and affective worlds, this book showcases how languaging relations among teachers and students can deepen interactions and engagement with texts; enhance understandings of agency, personhood, and power relations in order to transform literacy, literature, and language arts classrooms; and improve the lives of teachers and students in educational settings.
Focusing specifically on Interactional Ethnography (IE) as a distinct, discourse-based form of ethnography, this book introduces readers to the logic and practice behind IE and exemplifies the logic of ethnographic inquiry through a range of example-based chapters. Edited by two of the foremost scholars in the field of IE, this book brings together a body of work that has until now been largely dispersed. Illustrating how IE intersects with ethnographic methods – including observation, interviews, and fieldwork – the book highlights considerations relating to data analysis, researcher positionality, and the ethics of engaging participants in research. Offering examples of IE in international contexts and across a range of social science and educational settings, the book provides foundational principles and key examples of IE to guide readers’ work. This book offers researchers, scholars, and teacher educators a definitive, novel contribution to current methodological literature on IE broadly, and will be of particular use to ethnographers starting out in their career. Due to the interdisciplinary nature of the volume in illustrating the use of IE in a range of educational sub-disciplines, the book’s relevance extends to the fields of medical education, teacher education, arts and literacy research, as well as providing situated examples of IE in settings with relevance to the social sciences, anthropology, and cultural studies.
This book in the NCRLL Collection provides an introductory discussion of discourse analysis of language and literacy events in classrooms. The authors introduce approaches to discourse analysis in a way that redefines traditional topics and provokes the imagination of researchers. For those who have limited knowledge of discourse analysis, this book will help generate new questions about literacy events in classrooms. For those familiar with this research perspective, it will map diverse new approaches. “Offers examples of classroom discourse with analyses that researchers and practitioners can use as the basis for pursuing their own analyses.” —Rob Tierney, Dean, Faculty of Education, University of British Columbia “On Discourse Analysis provokes us to rethink discourse analytic approaches as generative tools that can open up new ways of seeing language and literacy events in classrooms. The authors richly illustrate the complexity and potential of discourse analysis studies with cases that orient us to foreground the local with broader cultural, historical, and social relations in ways that make evident what it means to be human. On Discourse Analysis provides a fresh approach to discourse analysis studies.” —Kris Gutierrez, University of California at Los Angeles
This book unsettles common accounts of language through a focus on language assemblages as embodied, embedded and distributed artefacts.
Despite growing evidence that all students will benefit from engaging and challenging instruction, many struggling students continue to experience a circumscribed curriculum that emphasizes low-level skills. Featuring contributions from emerging and well-known researchers, this important volume is about the enactment of high-expectation curricula in everyday practice. Chapters document specific classroom strategies that make a difference in the learning of students from low socioeconomic backgrounds and cultural and linguistic minority communities. While the book focuses on language and literacy instruction, key chapters on math and science also demonstrate high-expectation teaching across the curriculum. Book Features: A broad framework for creating high-expectation curricula in underperforming K12 schools, clear illustrations of what alternative literacy practices look like, powerful examples of rich math and science instruction, research-based strategies for second language learners, students with disabilities, and struggling readers, an incisive critique of the deficit-driven curricula that dominates in underachieving schools and classrooms.
Applying a languaging perspective, this volume frames the teaching and learning of literacy, literature, language, and the language arts as social and linguistic actions that generate new questions to make visible social, cultural, psychological, linguistic, and educational processes. Chapter authors explore diverse aspects of a languaging framework, the perspective of language as a series of ongoing and evolving interactional social actions and processes over time. Based on their research, the authors suggest directions for addressing substantive engagement as well as the marginalization, superficiality, and violence (symbolic and otherwise) that characterize the educational experience of so many students. Responding to the need to foster and support students' intellectual, social, and affective worlds, this book showcases how languaging relations among teachers and students can deepen interactions and engagement with texts; enhance understandings of agency, personhood, and power relations in order to transform literacy, literature, and language arts classrooms; and improve the lives of teachers and students in educational settings.
Learning through the medium of a second or additional language is becoming very common in different parts of the world because of the increasing use of English as the language of instruction and the mobility of populations. This situation demands a specific approach that considers multilingualism as its core. Pedagogical translanguaging is a theoretical and instructional approach that aims at improving language and content competences in school contexts by using resources from the learner's whole linguistic repertoire. Pedagogical translanguaging is learner-centred and endorses the support and development of all the languages used by learners. It fosters the development of metalinguistic awareness by softening of boundaries between languages when learning languages and content. This Element looks at the way pedagogical translanguaging can be applied in language and content classes and how it can be valuable for the protection and promotion of minority languages. This title is also available as Open Access on Cambridge Core.
This book examines translanguaging as a resource which can disrupt the privileging of particular voices, and a social practice which enables collaboration within and across groups of people. Addressing the themes of collaboration and transformation, the chapters critically examine how people work together to catalyse change in diverse global contexts, experiences and traditions. The authors suggest an epistemological and methodological turn to the study of translanguaging, which is particularly reflected in the collaborative, arts-based and action research/activist approaches followed in the chapters. The book will be of particular interest to scholars using ethnographic, critical and collaborative action and activist research approaches to the study of multilingualism in educational and creative arts contexts.
Decades of research have demonstrated that the parent-child dyad and the environment of the familyâ€"which includes all primary caregiversâ€"are at the foundation of children's well- being and healthy development. From birth, children are learning and rely on parents and the other caregivers in their lives to protect and care for them. The impact of parents may never be greater than during the earliest years of life, when a child's brain is rapidly developing and when nearly all of her or his experiences are created and shaped by parents and the family environment. Parents help children build and refine their knowledge and skills, charting a trajectory for their health and well-being during childhood and beyond. The experience of parenting also impacts parents themselves. For instance, parenting can enrich and give focus to parents' lives; generate stress or calm; and create any number of emotions, including feelings of happiness, sadness, fulfillment, and anger. Parenting of young children today takes place in the context of significant ongoing developments. These include: a rapidly growing body of science on early childhood, increases in funding for programs and services for families, changing demographics of the U.S. population, and greater diversity of family structure. Additionally, parenting is increasingly being shaped by technology and increased access to information about parenting. Parenting Matters identifies parenting knowledge, attitudes, and practices associated with positive developmental outcomes in children ages 0-8; universal/preventive and targeted strategies used in a variety of settings that have been effective with parents of young children and that support the identified knowledge, attitudes, and practices; and barriers to and facilitators for parents' use of practices that lead to healthy child outcomes as well as their participation in effective programs and services. This report makes recommendations directed at an array of stakeholders, for promoting the wide-scale adoption of effective programs and services for parents and on areas that warrant further research to inform policy and practice. It is meant to serve as a roadmap for the future of parenting policy, research, and practice in the United States.
Educating dual language learners (DLLs) and English learners (ELs) effectively is a national challenge with consequences both for individuals and for American society. Despite their linguistic, cognitive, and social potential, many ELsâ€"who account for more than 9 percent of enrollment in grades K-12 in U.S. schoolsâ€"are struggling to meet the requirements for academic success, and their prospects for success in postsecondary education and in the workforce are jeopardized as a result. Promoting the Educational Success of Children and Youth Learning English: Promising Futures examines how evidence based on research relevant to the development of DLLs/ELs from birth to age 21 can inform education and health policies and related practices that can result in better educational outcomes. This report makes recommendations for policy, practice, and research and data collection focused on addressing the challenges in caring for and educating DLLs/ELs from birth to grade 12.