Inquiries Into Literacy Learning and Cultural Competencies in a World of Borders
Information Age Publishing (Verlag)
978-1-64113-205-3 (ISBN)
The vision of this book has been to represent the work of educators and scholars invested in moving education beyond insular models of language study and cultural awareness to more globally representative and inclusive interactions that range from the studied word to the lived experience, and from reading the word to read the world (Freire & Macedo, 1987). A fundamental aspect of this vision is to recognize the living nature of language and its intricate role in culture. Culture is mediated through language (Hauerwas, Skawinski, & Ryan, 2017, p. 202) and the linguistic experience of difference is essential for developing cultural competence beyond surface culture considerations. The editors of this volume are committed to a closer bond between literacy learning and cultural competencies, particularly when literacy practices and education are often characterized by quantifiable standards and accountability restraints. Readers of this volume will find meaningful and practical approaches to engage with learners from their earliest encounter with language(s), through adolescence and adulthood, and across ever-changing local and global communities.
Foreword
Preface: Literacy Learning and Intercultural Competency: Shifting From Dominant Culture to Multi-Cultural to Globally Inter-Cultural
Part I: Laredo, Texas—Nuevo Laredo, Mexico: A River Runs Through It.
Research-Based Instructional Strategies for Emerging ELL Readers
“Un-Drowning” the Transfer Process: Strategies to Aid Hispanic Transfer Students
Intercultural Competency: Crossing Borders Between Laredo, Texas, USA, and Ahmednagar, India
Part II: Voices Of Border Crossers. Structuring and Un-Structuring Interaction Among English Language Learners (ELL) and Their Non-ELL Peers
Moving Between Languages, Meanings, and Worlds: Bilingual Adolescents as Poetry Translators and Cultural Mediators
Youth Scaling Borders to Access Education
Part III: Historical, National, Theoretical, And Emerging Paradigms Of English Language Learning, Bilingualism, And Culturally Responsive Practice.
Cognitive Impact of Bilingualism And Language Habits at the Borders of Cultures and Nations
Crossing Cultural Borders: Language Use and Identity of Chinese Immigrant Students
Project-Based Inquiry: Professional Development With Chinese EFL Elementary Teachers
Promoting Intercultural Learning Through an International Teaching Internship Program
The Role of Teacher Educators and Teacher Leaders in Developing Intercultural Literacy in and Beyond US Border Communities
Epilogue: In Pursuit of English Language Learning on the Border: The TAMIULBV Literacy Partnership
About the Contributors.
Recognizing Reviewers’ Critical Feedback.
| Erscheinungsdatum | 08.05.2018 |
|---|---|
| Reihe/Serie | Research in Second Language Learning |
| Verlagsort | Greenwich |
| Sprache | englisch |
| Maße | 156 x 234 mm |
| Themenwelt | Schulbuch / Wörterbuch ► Wörterbuch / Fremdsprachen |
| Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Sprachwissenschaft | |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule | |
| ISBN-10 | 1-64113-205-1 / 1641132051 |
| ISBN-13 | 978-1-64113-205-3 / 9781641132053 |
| Zustand | Neuware |
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