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Sociocultural Contexts of Language and Literacy
View online Borrow Buy Freely available Show 0 more links With access conditions Link to Sociocultural contexts of language and literacy at https: Other links Bibliographic record display at http: Set up My libraries How do I set up "My libraries"? These 3 locations in All: Edith Cowan University Library. La Trobe University Library. Borchardt Library, Melbourne Bundoora Campus.
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EDLA609 Socio-Cultural Contexts of Language and Literacy Practices
Found at these bookshops Searching - please wait We were unable to find this edition in any bookshop we are able to search. These online bookshops told us they have this item: Tags What are tags? Public Private login e. Chapters 4 through 9 deal with the question of literacy in the diverse cultural communities in the US.
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The opening of this chapter is very informative as it breaks the stereotype of what American Indians and their language and culture are. The author mentions, at least different Indian languages, some of them as different as Russian and Japanese.
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In these community schools, the role that story-telling plays is paramount as well as the narrative content that draws from their culture. In any case, much is still to be done at schools to compensate for the relationship of domination and exclusion. Chapter 5 deals with a population group traditionally labelled as Hispanic, but quite different from other Latinos such as Mexican or Central Americans: Puerto Ricans form a diverse group: Unlike other Latino minorities, they are US citizens by birth. Puerto Rican students have traditionally shown low rates of literacy, high drop-out levels, and low scores in test results.
Examples provided in this chapter show the way this situation may be considerably improved. Chapter 6, on the Vietnamese communities, is an academic pleasure as many issues are addressed in the chapter: The summary closes with a number of suggestions to those teachers who want to help Vietnamese students, which may be extended to teachers working with any other cultural group: Chapter 7 describes Chinese-American communities, with valuable pages on the Chinese language and its variations and with a clarifying report of the sociocultural context of literacy acquisition in inner-city schools.
It confirms the values that are associated with Chinese students: Chapter 8, which discusses literacy in African-American communities, produces a strong impact on anyone not fully familiar with the history of African-American people in the US: One of the final ideas issued by the author sets a clear objective for literacy instructors: Chapter 9 closes the discussion of literacy learning among different communities with an analysis of how Mexican-American students become literate, by means of a field study on a second-grade student in a bilingual classroom in a southern Texas town.
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Chapter 10 deals with the decision-making process teachers face in literacy instruction. Even though there are official policies, national standards, and the like, it is the teacher's ultimate decision that determines the type of literacy instruction carried out in the classroom. As the authors say, most people involved in multicultural education make decisions that make literacy a form of empowerment.
Chapter 11 analyses the interrelation and interaction between the school type of literacy instruction and the culture and literacy that students already bring with them from their home and community. Culture and literacy cannot be understood as exclusive terms that reject any connection with the world outside school. A key concept in this issue is culture classroom p. Chapter 12 closes with the question of authenticity and an approach to literacy assessment.