Learning from Urban Immigrant Youth About Academic Literacies PDF Download

Author: Jie Y. Park
Publisher: Routledge
ISBN: 135126334X
Category : Education
Languages : en
Pages : 153

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Book Description
This book reports on a two-year long, qualitative literacy case study of the academic literacies of first and second-generation immigrant youth in an afterschool tutoring program in South Bronx, New York. Through transcripts of tutoring sessions, interview data, and youths’ written work, each chapter highlights how youth interpreted and navigated various school assignments, and what resources and perspectives they brought to unpacking the meaning and significance of texts and disciplinary discourses. By focusing on the immigrant youth themselves, and not on the teaching that happens (or does not happen) inside classrooms, this volume provides a unique and much-needed vantage point to understanding the academic literacies and engagement of urban immigrant youth.

Author: Jie Y. Park
Publisher: Taylor & Francis
ISBN: 1000884759
Category : Education
Languages : en
Pages : 252

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Book Description
This book revolves around educating recently arrived immigrant youth in the United States who are emergent bilinguals. Drawing on a seven-year research collaboration with three ESL teachers in an urban secondary school in the United States, it addresses questions around taking a critical approach to language and literacy education, including what this looks like in everyday practice and what emergent bilingual youth can learn from it. The chapters illustrate the praxis of critical language and literacy education undertaken by everyday ESL teachers, curricular materials and pedagogical practices that promote emergent bilingual youths’ engagement with words and worlds, and finally, a methodological and relational approach to researching with classroom teachers. The book introduces teaching practices such as dialogic problem-posing, translanguaging and translation, the use of multimodal texts, and youth research on language. Arguing for the potential power of critical language and literacy education for immigrant youth and their teachers, this book will benefit educators, researchers, and graduate students in the fields of language and literacy, second language acquisition (SLA), ESL and TESOL pedagogy, and in curriculum studies, education of immigrant children and youth, and multicultural issues in education.

Author: Tom Del Prete
Publisher: Routledge
ISBN: 0429656564
Category : Education
Languages : en
Pages : 239

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Book Description
This collaborative volume offers an in-depth portrait and valuable reference for the development of clinical or school-embedded partnerships in teacher preparation by drawing on the decades-long partnership between a university and set of schools in an urban neighborhood. In the midst of a national movement towards partnership-based clinical teacher education, this book explains and illustrates the roles, commitments, and collaborative practices that have evolved. Divided into three parts, contributors outline the theory and practice of the clinical teacher preparation model and its neighborhood focus, covering topics such as: The social and institutional context of partnership development and teacher education; Key collaborative and learning practices; Challenges and questions that have emerged, and what can be learned from the experience. Written with voices of university faculty, school educators, program graduates, and students from partner schools, Thomas Del Prete offers a volume perfect for those looking to be inspired by an example of clinical teacher education and partnership in an urban community and to learn what can be achieved with conviction and perseverance over time.

Author: Linda Harklau
Publisher: Oxford University Press
ISBN: 0194418847
Category : Study Aids
Languages : en
Pages : 348

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Book Description
This is the first book dedicated exclusively to presenting the current state of scholarship on multilingual development and language use among adolescents. Drawing upon the fast-growing interdisciplinary field of youth studies, the book provides a detailed examination of the linguistic, cognitive, and literacy development of multilingual teenagers in home, school, community, and global contexts.Areas covered include: • effective needs analysis • using the CEFR as a resource for course planning • writing scenarios for classroom teaching and assessment • triangulating course objectives, materials, and learners’ goals • key terminology Extra resources are available on the website: www.oup.com/elt/teacher/lcp Brian North is a co-author of the CEFR and of its companion volume, and was Chair of Eaquals from 2005 to 2010. Mila Angelova is the Academic Vice Chair of Eaquals and Head Director of Studies at AVO Language and Examination Centre, in Sofia. Elzbieta Jarosz is a member of the Eaquals Certification Panel and is the Academic Director of Gama College, in Krakow. Richard Rossner is a co-founder of Eaquals, and a co-author of the European Profiling Grid and the Eaquals Framework.

Author: Jabari Mahiri
Publisher: Peter Lang
ISBN: 9780820450360
Category : Education
Languages : en
Pages : 306

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Book Description
Contributors to this book have illuminated the practices of literacy and learning in the lives of urban youth. Their descriptions and assessments of these practices are anchored in perspectives of «New Literacy Studies». The ten studies explore a number of urban scenes in order to engage, understand, and present multiple youth identities, attitudes, activities, representations, and stories connected to a range of situated, adaptive, and voluntary uses of literacy. The authors use a variety of conceptual and methodological approaches to explicate the various skills, the distinct methods of production or composition, the subjective and collective meanings, the mutable and variegated texts, and the dynamic contexts that urban youth utilize for expression, affirmation, and pleasure. There is a response to each chapter by a major scholar in its area of focus. Together, these studies and responses contribute to a more comprehensive understanding of the pedagogies, politics, and possibilities of literacy and learning in and out of school.

Author: Jeffery Dunn
Publisher: Routledge
ISBN: 1351011715
Category : Education
Languages : en
Pages : 232

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Book Description
This volume aims to reveal how Dewey’s notion of the religious—understood as faith in the human relational condition—offers a way to think differently about the aims and purposes of education. After exploring the effects of neoliberal conceptions of schooling against broader democratic forms of education, this book suggests that Dewey’s vision of the "teacher-as-prophet" is a useful model for positioning teachers as agents of social change. By catalysing the religious work of schools—understood not as teaching religion, but as a process of social unification—the Deweyan teacher-as-prophet can stimulate experimentation towards a democratic ideal of schooling.

Author: Nicole Mockler
Publisher: Routledge
ISBN: 1315519550
Category : Education
Languages : en
Pages : 152

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Book Description
Questioning the Language of Improvement and Reform in Education challenges the language used in education by linking the language of both the public and professional domains with the changing intentions of the governance of education. Exploring various issues, which embody the many manifestations of the manner in which strident, conservative language has captured the public view of education, the book covers topics such as the importance of language in the context of educational practice, the media's portrayal of teachers globally, the role of students in the face of curriculum reform and the language used in educational policy worldwide. The book addresses the ways in which the words ‘improvement’ and ‘reform’ have been appropriated and hollowed-out by policymakers in order to justify globalised education policies. Using international case studies and reports, the authors argue that the employment of specific words masks the reality that new educational policies are regressive and require re-examination, while perpetuating the illusion that progressive educational practice is being brought to the fore. Questioning the Language of Improvement and Reform in Education is a fascinating and original take on this topic, which will be of great interest to educational practitioners, policymakers and linguists.

Author: Allison Skerrett
Publisher: Teachers College Press
ISBN: 0807773816
Category : Language Arts & Disciplines
Languages : en
Pages : 144

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Book Description
This is the first book to specifically address the needs of transnational youth, a growing population of students who live and go to school across the United States and other nations including Mexico and different Caribbean islands. The author describes a coherent approach to English language arts and literacy education that supports the literacy learning and development of transnational students, while incorporating these students’ unique experiences to enrich the learning of all students. Drawing from exemplary teachers’ classroom practice and research-based approaches, the book demonstrates how teachers can engage with transnationalism to reap the unique and significant benefits this phenomenon presents for literacy education. These benefits include a deeper appreciation of cultural and linguistic diversity, an increased awareness of world citizenship, and the development of globally informed ways of reading, writing, investigating, and thinking. Book Features: Describes a comprehensive approach to literacy education that is more inclusive, productive, and powerful for all students. Shows teachers how attending to transnationalism can fit within and enhance the work they already do with all of their students. Includes learning activities that align with best practices for building multicultural, multilingual, and other forms of border-crossing knowledge and skills. Includes specific strategies teachers can use to address the unique challenges that transnationalism poses, such as extended absences from the classroom. “Allison Skerrett shows in this book that teachers can mitigate harm through specific choices in their teaching, by viewing difference as a resource that is available to a greater degree when we are fortunate enough to have transnational students in our classrooms.” —Randy Bomer, Professor and Chair, Curriculum and Instruction, The College of Education, University of Texas at Austin “This well-researched and engagingly written book brilliantly illuminates the often hidden or sorely misunderstood life and schooling experiences of transnational youth. It is a primary text for courses on literacy theories and practices, and fills a critical gap in how we conceptualize and implement literacy instruction for all youth.” —Jabari Mahiri, professor of education, UC Berkeley

Author: Anna Llewellyn
Publisher: Routledge
ISBN: 1351867628
Category : Education
Languages : en
Pages : 250

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Book Description
Mathematics is a subject held in high esteem around the world, yet the teaching and learning of mathematics is rarely viewed as good enough and many find the subject difficult to comprehend, or engage with. In Manufacturing the Mathematical Child, Anna Llewellyn asks some difficult questions in order to determine why this is the case and to question who it is that we allow to succeed at mathematics, particularly within the context of neoliberalism, where education is a product of the market. By looking at the various sites of production, Llewellyn examines the ways that key discursive spaces produce very different expectations of what it means to do mathematics and demonstrates that these place various homogenised expectations upon children. Arguing that these are not natural, but instead a reproduction of discursive norms, the book demonstrates why some people fit these standardized ways of being and others do not. Using England as a case study and referring to other international contexts, Llewellyn argues that there is a functionality found within certain educational policy discourses, and a romantic attachment to the natural child found within educational research, neither of which can match what happens in the messy classroom. As a result, it becomes evident that exclusion from mathematics is inevitable for many children. Original and exciting, this book will be of great interest to academics, researchers and postgraduate students within the fields of mathematics education, childhood studies, policy studies, and Foucauldian or post-structural analysis.

Author: Terrence Wiley
Publisher: Multilingual Matters
ISBN: 1847693806
Category : Language Arts & Disciplines
Languages : en
Pages : 325

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Book Description
The Education of Language Minority Immigrants in the United States draws from quantitative and qualitative research methodologies to inform educational policy and practice. It is based on cutting-edge research and policy analyses from a number of well-known experts on immigrant language minority education in the USA. The collection includes contributions on the acquisition of English, language shift, the maintenance of heritage languages, prospects for long-term educational achievement, how family background, economic status, and gender and identity influence academic adjustment and achievement, challenges for appropriate language testing and placement, and examples of advocacy action research. It concludes with a thoughtful commentary aimed at broadening our understanding of the need to provide quality immigrant language minority education within the context of globalization. This collection will be of value to students and researchers interested in promoting educational equity and achievement for immigrant language minority students.