Language and Literacy NEW TITLES AND KEY BACKLIST
2008
INCLUDING L AW R E N C E ERLBAUM A S S O C I AT E S
language and literacy 2008 I N C L U D I N G L AW R E N C E E R L B A U M A S S O C I AT E S
Table of Contents
Highlights in Language and Literacy Education
1
Research and Theory, and Classroom Practice
9
Classroom Practice
17 Literacy and Technology 20 Language Diversity/ Language and Culture 34 Language Education Policy and Politics
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35 Adult Literacy and Learning 37 Index I NSIDE BACK COVER Order Form
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Language & Literacy 2008
Research and Theory FORTHCOMING
Handbook of Research on Reading Comprehension Edited by Susan E. Israel, Dayton University, US and Gerald G. Duffy, University of North Carolina at Greensboro, US “The editors of this Handbook have assembled an extraordinary assemblage of authors, each distinguished in his or her own right, but a group that is exceptional for the breadth and comprehensiveness of perspectives that they bring to bear...This Handbook provides an excellent snapshot of the field.” —Robert C. Calfee, From the Foreword
T he Handbook of Research on Reading C omprehension assembles researchers of reading comprehension, literacy, educational psychology, psychology, and neuroscience to document the most recent research on the topic. It summarizes the current body of research on theory, methods, instruction, and assessment, including coverage of landmark studies. Designed to deepen understanding of how past research can be applied and has influenced the present and to stimulate new thinking about reading comprehension, the volume is organized around the following themes: • Historical perspectives on reading comprehension • Theoretical perspectives • Changing views of text • Cultural impact on reading comprehension • Where to from here? This is an essential reference volume for the international community of reading researchers, reading psychologists, graduate students, and professionals working in the area of reading and literacy. March 2008: 472pp eBook: 978-1-4106-1585-5 Hb: 978-0-8058-6200-3: US $225.00 Pb: 978-0-8058-6201-0: US $89.95 £125.00
£50.00
Research and Theory NEW
FORTHCOMING
Defying Convention, Inventing the Future in Literary Research and Practice Edited by Patricia L. Anders, University of Arizona, US In this volume major literacy scholars from around the world pay tribute to Ken and Yetta Goodman — renowned and revered worldwide for their pioneering, influential work in the field of reading and literacy education — and offer glimpses of what the future of literacy research and practice might be. The chapters are structured around several themes related to research, practice, and theories of reading and literacy processes that characterize the Goodmans’ scholarship. Each chapter reveals how the author’s scholarship connects to one or both of the Goodmans’ work and projects that connection to the future — what are the implications for future research, theory, practice, and assessment? This milestone volume marking the hugely significant work of the Goodmans will be welcomed across the field of literacy education. August 2008: 304pp eBook: 978-1-4106-1802-3 Hb: 978-0-8058-6341-3: US $125.00 £70.00
Metacognition in Literacy Learning Theo ry, A ssessment, Instructio n, and Pro fessio nal Develo pment Edited by Susan E. Israel and Kathryn KinnucanWelsch, both at Dayton University, US, Cathy Collins Block, Texas Christian University, US and Kathryn L. Bauserman, Indiana State University, US This volume provides the first comprehensive, research-based examination of metacognition in literacy learning, and brings together research findings from reading, linguistics, psychology, and education. It is appropriate for reading researchers, professional development audiences, and for upper-level undergraduate and graduate level courses in reading and educational psychology. June 2005: 464pp eBook: 978-1-4106-1330-1 Hb: 978-0-8058-5229-5: US $125.00 Pb: 978-0-8058-5230-1: US $45.00 £61.50
£24.50
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Literacy A n A dvanced Reso urce Bo o k fo r Students Brian Street, King’s College, UK and Adam Lefstein, Oxford University, UK Literacy is a comprehensive resource book which provides students and researchers with support for advanced study of the topic. It introduces readers to a broad range of approaches to understanding literacy in educational contexts and in society. The book: • Integrates psychological, educational and anthropological approaches to literacy and its consequences for individuals and society. • Gathers together influential reading from key names in this inter-disciplinary field, including: Catherine Snow, David Olson, and Mike Cole • Presents teachers, students and researchers with many diverse opportunities to explore for themselves a broad range of perspectives and methods of study. Written by experienced teachers and researchers in the field, Literacy is an essential resource for students and researchers of Applied Linguistics. Select Table of Contents: Part One: Introduction Why Study Literacy? Encounters with Literacy. Academic Study of Literacy: Mapping the Field. Meanings of ‘Literacy’ in Different Traditions. Literacy Acquisition. Consequences of Literacy. Literacy as Social Practice. New Literacies. Part Two: Extensions Literacy Acquisition. Beginning to Read. Whole Language. Social Challenges and Policy. Literacy in Schools. Consequences of Literacy. The Great Divide. Testing the Literacy Thesis. Autonomous vs. Ideological Models of Literacy. Demythologising Literacy. Literacy as Social Practice. Literacy Practices. Literacy and Identity. Multilingual Literacies. Literacies at Work. The Literacy Thesis Revisited. Part Three: Explorations: Exploring Literacy as Social Practice Investigating Literacy Practices: An Ethnographic Perspective. Literacy Log: Literacy and Education. Phonics, Whole Language and English Orthography. Children’s Literature: Code, Content and Practice. Academic Literacy: Literacy at Large. Workplace Literacies. Everyday Writing in Modern Society. International Policy and Practice in the Literacy Field. “Literacy Problems” and the Mass Media. Conclusion: Coming to Terms with New Literacies. Series: Routledge Applied Linguistics January 2008: 320pp eBook: 978-0-203-46399-4 Hb: 978-0-415-29180-4: US $124.95 Pb: 978-0-415-29181-1: US $33.95 £65.00
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2
Research and Theory
Language & Literacy 2008
NEW
NEW
Handbook of Research on New Literacies Edited by Julie Coiro, University of Rhode Island, US, Michele Knobel and Colin Lankshear, both at Montclair State University, US and Donald J. Leu, University of Connecticut, US Situated at the intersection of two of the most important areas in educational research today—literacy and technology—this Handbook draws on the potential of each while carving out important new territory. It provides leadership for this newly emerging field, directing scholars to the major issues, theoretical perspectives, and interdisciplinary research concerning new literacies. The Handbook: • Brings together a diverse international team of editors and chapter authors. • Provides an extensive collection of research reviews in a critical area of educational research. • Makes visible the multiple perspectives and theoretical frames that currently drive work in new literacies. • Establishes important space for the emerging field of new literacies research. • Includes a unique Commentary section. The Handbook of Research on New Literacies is intended for the literacy research community including scholars and students from the traditional reading and writing research communities in education and educational psychology as well as those from information science, cognitive science, psychology, sociolinguistics, computer mediated communication, and other related areas that find literacy to be an important area of investigation. December 2007: 1096pp eBook: 978-1-4106-1889-4 Hb: 978-0-8058-5651-4: US $225.00 Pb: 978-0-8058-5652-1: US $89.95 £125.00
£50.00
Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts, Volume II Spo nso red by the Internatio nal Reading A sso ciatio n Edited by James Flood, San Deigo State University, US, Shirley Brice Heath, Stanford University, US and Diane Lapp, San Deigo State University, US The Handbook of Research on T eaching Literacy T hrough the C ommunicative and V isual A rts, V olume II brings together state-of-theart research and practice on the evolving view of literacy as encompassing not only reading, writing, speaking, and listening, but also the multiple ways through which learners gain access to knowledge and skills. It forefronts as central to literacy education the visual, communicative, and performative arts, and the extent to which all of the technologies that have vastly expanded the meanings and uses of literacy originate and evolve through the skills and interests of the young.
Methods of Research on Teaching the English Language Arts The Metho do lo gy C hapters Fro m the Handbo o k o f Research o n Teaching the English Language A rts, Seco nd Editio n Spo nso red by the Internatio nal Reading A sso ciatio n and the Natio nal C o uncil o f Teachers o f English Edited by James Flood and Diane Lapp, both at San Diego State University, US, James R. Squire and Julie Jensen, Emeritus, University of Texas at Austin, US, December 2004: 152pp eBook: 978-1-4106-1208-3 Pb: 978-0-8058-5258-5: US $44.00 £24.50
NEW
3rd Editio n
The Primary English Encyclopaedia The Heart o f the C urriculum Margaret Mallett, Education Specialist, UK The third edition of this bestselling, comprehensive reference book explains key concepts, ideas and current requirements in elementary English. It has been revised in light of the new Primary National Strategy and includes:
V olume II pushes the boundaries of literacy education through an interdisciplinary range of perceptions and approaches to multiple literacies in classrooms, and between and beyond the niches of formal education. Contributions from leading literacy researchers from around the world are organized around four themes: • Historical and Theoretical Foundations • Methods of Inquiry in the Communicative, Visual, and Performative Arts • Family and Communicative Contexts in the Communicative, Visual, and Performing Arts • Into the Language Arts Classroom through the Visual and Communicative Arts This volume retains the V oices from the Field feature—the view of practitioners and artists alike— from the 1997 Handbook. However, in recognition of the fact that increasingly we are all inquiring and practicing at the same time, in V olume II these voices are interspersed throughout the four sections. Overall, V olume II speaks to the urgent need for educators to explore, value, and incorporate into their own ways of knowing and doing the visual, communicative, and performative arts as central to literacy education, and to keep a sustained and consistent focus on equity and on the freedoms that are fundamental to the human spirit and critical to the future of investigating, analyzing, assessing, and transmitting the what and how of learning and literacy.
• Over 600 entries • Short definitions of key concepts such as parts of speech • Succinct explanations of current requirements • Up-to-date information and discussion of important issues • Key references and accounts of recent research findings The third edition of T he Primary English Encyclopaedia updates the entries and explains how the recent changes to the Primary National Framework affect the English Curriculum. There are fully updated and succinct explanations of current requirements and extended entries on major topics such as speaking and listening, reading, writing and children’s literature. Like the previous two editions, this one aims to inform, but also to enthuse and inspire by offering glimpses of good practice and references to exciting books, print and electronic, and other resources. November 2007: 416pp Pb: 978-0-415-45103-1: US $44.95 £24.99
December 2007: 936pp eBook: 978-1-4106-1759-0 Hb: 978-0-8058-5699-6: US $245.00 Pb: 978-0-8058-5700-9: US $95.00 £150.00
£60.00
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Language & Literacy 2008 NEW
Research and Theory NEW
3
NEW
Pierre Bourdieu and Literacy Education
Learning to Read Across Languages
Reading Comprehension Research and Testing in the U.S.
Edited by James Albright, National Institute of Education, Singapore and Allan Luke, Queensland University of Technology, Australia
C ro ss-Linguistic Relatio nships in First- and Seco nd-Language Literacy Develo pment
Undercurrents o f Race, C lass, and Po w er in the Struggle fo r Meaning
Edited by Koda Keiko, Carnegie Mellon University, US and Annette Zehler, Center for Applied Linguistics, US
Arlette I. Willis, University of Illinois at UrbanaChampaign, US
In this volume scholars from around the world focus on how a Bourdieusian stance can enable a powerful sociocultural and cultural analysis of literacy education theory and practice and serve as an effective tool in analyzing relations of hierarchy and domination. Although there has been a growing body of Bourdieusian-inspired research in various sectors of education, this book is the first to present both theoretical and practical articulation of his ideas in the field of literacy education. It brings together three major clusters of work: • Rethinking of the doxa of the social fields of language and literacy education • Explorations of alternative objectifications of educational fields forming around cultural and linguistic minorities, new media and technologies • Studies on the formation of the literate habits in homes and classrooms, curriculum and schooling, and theoretical, policy and practical directions Pierre Bourdieu and Literacy Education is intended for researchers, practitioners, and graduate students in literacy education, sociology of education, and curriculum theory, and as a text for advanced courses in these areas. November 2007: 392pp eBook: 978-0-203-93750-1 Hb: 978-0-8058-5687-3: US $125.00 £70.00
This book systematically examines how learning to read occurs in diverse languages, and in so doing, explores how literacy is learned in a second language by learners who have achieved at least basic reading skills in their first language. As a consequence of rapid globalization, such learners are a large and growing segment of the school population worldwide, and an increasing number of schools are challenged by learners from a wide variety of languages, and with distinct prior literacy experiences. To succeed academically these learners must develop second-language literacy skills, yet little is known about the ways in which they learn to read in their first languages, and even less about how the specific nature and level of their first-language literacy affects second-language reading development. This volume provides detailed descriptions of five typologically diverse languages and their writing systems, and offers comparisons of learning-to-read experiences in these languages. Specifically, it addresses the requisite competencies in learning to read in each of the languages, how language and writing system properties affect the way children learn to read, and the extent and ways in which literacy learning experience in one language can play a role in subsequent reading development in another. Both common and distinct aspects of literacy learning experiences across languages are identified, thus establishing a basis for determining which skills are available for transfer in second-language reading development. Learning to Read A cross Languages is intended for researchers and advanced students in the areas of second-language learning, psycholinguistics, literacy, bilingualism, and cross-linguistic issues in language processing. October 2007: 256pp eBook: 978-0-203-93566-8 Hb: 978-0-8058-5611-8: US $135.00 Pb: 978-0-8058-5612-5: US $41.95
“No practicing teacher should be without this book because it will help them understand their position in the field, the position of their students, the history that has positioned them as such, and the importance of considering ways to disrupt these positions.” —Richard J. Meyer, University of New Mexico
This book challenges traditional, sanctioned, and official histories of reading comprehension by examining how ideological and cultural hegemony work to reproduce dominant ideologies through education in general and reading comprehension research and testing specifically. Willis analyzes the ideological and cultural foundations that underpin concepts, theories, research, tests, and interpretations, and connects these to the broader social and political contexts within U.S. history in which reading comprehension research and testing have evolved. The reconstruction of a history of reading comprehension research and testing in this way demystifies past and current assumptions about the interconnections among researchers, reading comprehension research, and standardized reading comprehension tests. A promising vision of the future of reading comprehension research and testing emerges—one that is more complex, multidimensional, inclusive, and socially just. Reading C omprehension Research and T esting in the U.S. aims to revolutionize how reading comprehension is conceived, theorized, tested, and interpreted for all children. This is a critically relevant volume for educational researchers, teacher educators, school administrators, teachers, policy makers, and all those concerned with school literacy and educational equity. October 2007: 304pp eBook: 978-0-203-92860-8 Hb: 978-0-8058-5051-2: US $100.00 Pb: 978-0-8058-5052-9: US $34.50 £75.00
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4
Research and Theory
Language & Literacy 2008
NEW
NEW
Scientific Realism in Studies of Reading
The Research Process in Classroom Discourse Analysis
Handbook of Research on Writing
Edited by Alan Flurkey, Hofstra University, US, Eric Paulson, University of Cincinnati, US and Kenneth Goodman, University of Arizona, US
C urrent Perspectives
Histo ry, So ciety, Scho o l, Individual, Text
Kim Marie Cole, Fredonia College, CUNY, US and Jane Zuengler, University of Wisconsin-Madison, US
Edited by Charles Bazerman, University of California at Santa Barbara, US
“There is no other book on the market like this.... It is a counterpoint to those which talk about scientific studies of reading in that, by the methodologies used, it reveals how much more context-rich studies of reading offer to our understanding of the reading process. This book would be excellent for graduate courses on oral reading analysis or oral reading assessment, psycholinguistic or sociolinguistic models of reading, or research methods in literacy education.”
This volume gives intellectual space to a range of current perspectives on classroom discourse research and provides a forum for conversations about the research process. Classroom discourse researchers from different theoretical perspectives provide five separate analyses of the same instructional unit in a high school biology class, using the same set of data. Interwoven with the five research reports are several conversations among the editors and researchers regarding specific aspects of the research process. These conversations illuminate some of the actual decisions that researchers make when looking at data and crafting their analyses.
The Handbook of Research on W riting ventures to sum up inquiry over the last few decades on what we know about writing and the many ways we know it: How do people write? How do they learn to write and develop as writers? Under what conditions and for what purposes do people write? What resources and technologies do we use to write? How did our current forms and practices of writing emerge within social history? What impacts has writing had on society and the individual? What does it mean to be and to learn to be an active participant in contemporary systems of meaning?
—Sharon Murphy, York University
“This volume is certainly cutting-edge. It presents research that many in the reading field are not aware of. The scholarship is outstanding.... It will contribute significantly by helping to move the field past its current preoccupation with rapid and automatic word recognition.... It could set the standard for a new approach to “scientific research.” —David Freeman, University of Texas-Pan American
This book provides research-based insights that deepen and broaden current understandings of the nature of reading. Informed by psycholinguistic and sociolinguistic views of reading-as-meaningconstruction, the studies build on principles of scientific realism—an approach to inquiry that incorporates and values a wide variety of methods of observation to find the most inclusive, ecologically valid description of the reading process as it is observed in a variety of contexts from a wide range of perspectives. Focusing on how facts are discovered, developed, and used in the construction of knowledge about reading—a datadriven and theory-driven construction that results from observing the reading process with a variety of tools, methods, disciplines, and conceptual frameworks— scientific realism goes beyond rationalism and experimentation to include studies of events and experiences, but still satisfies even the most narrow definitions of what state and national lawmakers refer to as “reliable and replicable research on reading.” Each study in this volume breaks ground for a new line of reading research underpinned by the theory of reading based in scientific realism.
This book is intended for graduate students, researchers, and teacher educators across the fields of applied linguistics and education who are interested in studying classroom discourse and, more generally, language-in-use. With its focus on both the research process and the outcomes of research, as well as on the theory-method relationship, this book is relevant for courses in research methodology, language in education, applied linguistics, discourse analysis, language development, and multiculturalism in the classroom. October 2007: 190pp eBook: 978-1-4106-1886-3 Hb: 978-0-8058-5530-2: US $125.00 Pb: 978-0-8058-5531-9: US $39.95 £70.00
£21.99
This cornerstone volume advances the field by aggregating the broad-ranging, interdisciplinary, multidimensional strands of writing research and bringing them together into a common intellectual space. Endeavoring to synthesize what has been learned about writing in all nations in recent decades, it reflects a wide scope of international research activity, with attention to writing at all levels of schooling and in all life situations. Chapter authors, all eminent researchers, come from disciplines as diverse as anthropology, archeology, typography, communication studies, linguistics, journalism, sociology, rhetoric, composition, law, medicine, education, history, and literacy studies. The Handbook’s 37 chapters are organized in five sections: • The History of Writing • Writing in Society • Writing in Schooling • Writing and the Individual • Writing as Text This volume, in summing up what is known about writing, deepens our experience and appreciation of writing—in ways that will make teachers better at teaching writing and all of its readers better as individual writers. It will be interesting and useful to scholars and researchers of writing, to anyone who teaches writing in any context at any level, and to all those who are just curious about writing. July 2007: 790pp eBook: 978-1-4106-1647-0 Hb: 978-0-8058-4869-4: US $230.00 Pb: 978-0-8058-4870-0: US $79.95 £140.00
£50.00
October 2007: 304pp eBook: 978-1-4106-1803-0 Hb: 978-0-8058-4989-9: US $70.00 Pb: 978-0-8058-4990-5: US $29.95 £75.00
£17.99
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Language & Literacy 2008
Research and Theory
5
NCTE-LEA Research Series High School Students’ Competing Social Worlds Nego tiating Identities and A llegiances in Respo nse to Multicultural Literature Richard Beach, University of Minnesota, US, Amanda Haertling Thein, University of Pittsburgh, US and Daryl L. Parks, Metropolitan State University, US “I can’t imagine a more vivid rendering than this book provides of the central role that identity and cultural models play in the complex interaction of reader, text, and context at the heart of literary response. Such a project is long overdue.” —Cynthia Lewis, University of Minnesota
“This fascinating, data-driven volume is a vital contribution to the theory and research on reader response, multicultural education in general, and the teaching of multicultural literature specifically, as well as the literature on identity formation. The portrait of student resistance it details should ring true for virtually all those who teach multicultural literature and who entertain the hope that such reading will open students’ hearts and minds to some of our world’s painful history and current realities.” —Joel Taxel, University of Georgia
This book examines how working-class high school students’ identity construction is continually mediated by discourses and cultural practices operating in their classroom, school, family, sports, community, and workplace worlds. Specifically, it addresses how responding to cultural differences portrayed in multicultural literature can serve to challenge adolescents’ allegiances to status quo discourses and cultural models, and how teachers not only can rouse students to clarify and change their value stances related to race, class, and gender, but also provide support for and validation of students’ selfinterrogation. Highlighting the influence of sociocultural forces, the book contributes to understanding the role of institutions in shaping adolescents’ lives, and identifies needs that must be addressed to improve those institutions. Current theory and research on critical discourse analysis, cultural models theory, and identity construction is meshed with specific applications of that theory and research to case-study profiles and analysis of classroom discussions. The instructional strategies described enable pre-service and in-service teachers to develop their own literature curriculum and instructional methods. July 2007: 352pp eBook: 978-1-4106-1757-6 Hb: 978-0-8058-5854-9: US $80.00 Pb: 978-0-8058-5855-6: US $29.95 £75.00
£18.99
Edited by Duane Roen, Arlette Ingram Willis, Malea Powell, and David Bloome
Women and Literacy
Teacher Identity Discourses
Lo cal and G lo bal Inquiries fo r a New C entury
Nego tiating Perso nal and Pro fessio nal Spaces
Edited by Beth Daniell, Kennesaw State University, US and Peter Mortensen, University of Illinois at UrbanaChampaign, US
Janet Alsup, Purdue University, US
“...the incredible labor, commitment, and ingenuity embedded in each bit of information concerning the lived experiences of women learners and users of English around the world [that] is gathered in this collection...compels me to read against the grain of...our existing notions of what counts as useful information for Composition students, researchers and teachers.”
In this book, Janet Alsup reports and theorizes a multi-layered study of teacher identity development, which was designed to investigate her hypothesis that forming (or failing to form) a professional identity is central in the process of becoming an effective teacher. The book speaks eloquently to faculty, researchers, and graduate students across the field of teacher education. October 2005: 256pp eBook: 978-1-4106-1728-6 Hb: 978-0-8058-5632-3: US $79.95 Pb: 978-0-8058-5853-2: US $29.95 £48
—Min-Zhan Lu, From the Afterword
Path-breaking research on women and literacy in the past decade established conventions and advanced innovative methods that push the making of knowledge into new spheres of inquiry. Taking these accomplishments as a point of departure, this volume emphasizes the diversity—of approaches and subjects—that characterizes the next generation of research on women and literacy. It builds on and critiques scholarship in literacy studies, composition studies, rhetorical theory, gender studies, postcolonial theory, and cultural studies to open new venues for future research. Contributors discuss what literacy is— more precisely, what literacies are—but their strongest interest is in documenting and theorizing women’s lived experience of these literacies, with particular attention to: • The diversity of women’s literacies within the U.S., including but not limited to the varying relations that exist among women, literacy, economic position, class, race, sexuality, and education. • Relations among women, literacy, and economic contexts in the U.S. and abroad, including but not limited to changes in women’s private and domestic literacies, the evolution of technologies of literacy, and women’s experience of the commodification of literacies. • Emergent roles of women and literacy in a globally interdependent world. This broad, significant work is a must-read for researchers and graduate students across the fields of literacy studies, composition studies, rhetorical theory, and gender studies.
Race, Rhetoric, and Technology Searching fo r Higher G ro und Adam J. Banks, Syracuse University, US “...an impressive piece of scholarship about a neglected topic of huge importance for the field of rhetoric/composition...The field needs to hear what Adam Banks has to say.” —James Porter, Michigan State University
“I think Adams Banks has a real winner here—a book that will knock the socks off of readers who are used to the same-old-stuff about technology.” —Cynthia Selfe, Ohio State University
This book uses the concept of the Digital Divide as a metonym for America’s larger racial divide, in an attempt to figure out what meaningful access for African Americans to technologies and the larger American society can or should mean. September 2005: 192pp eBook: 978-1-4106-1738-5 Hb: 978-0-8058-5312-4: US $65.00 Pb: 978-0-8058-5313-1: US $23.00
June 2007: 360pp eBook: 978-1-4106-1603-6 Hb: 978-0-8058-6006-1: US $110.00 Pb: 978-0-8058-6007-8: US $39.95
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6
Research and Theory
Language & Literacy 2008
2nd Editio n
Play and Literacy in Early Childhood
Talking Texts
Reading Comprehension Strategies
Research Fro m Multiple Perspectives
Ho w Speech and W riting Interact in Scho o l Learning
Edited by Kathleen A. Roskos, John Carroll University, US and James F. Christie, Arizona State University, US
Edited by Rosalind Horowitz, University of Texas at San Antonio, US
Edited by Danielle S. McNamara, University of Memphis, US
This volume presents oral discourse as central to the creation of knowledge. More specifically, it examines how oral texts can be successfully interconnected to the written texts that are used on a daily basis in schools. By presenting research that illuminates how oral and written language function in school learning, this book adds a semblance of balance and order to the past century’s conflicting theories about this issue. Rather than argue for the prominence of one over the other, the goal is to help the reader gain a rich understanding of how oral discourse and written texts might work together to create a new discourse that ultimately creates new knowledge. T alking T exts:
“What an exciting discovery, to find a book containing so many outstanding chapters on reading comprehension, many of which were written by the world’s most famous scholars on this topic. For those who want to find out how the mind works as the reader engages in the most mysterious task of making sense out of what is printed on a page, and for those who want to find ways to increase the reading comprehension of their students, this book is essential reading.”
“An important building block and next step in constructing theory and a knowledge base on literacy and play. The research and theory contained in this volume represent a second-generation look at the issues and serves to expand thinking.” —Catherine Kurkjian, Central Connecticut State University
This volume presents studies and research synthesis on the significance of play in the literacy development of young children and pushes the study of play and literacy into new areas. Children’s play is under serious attack that puts it in a precarious position in today’s brave new world dominated by early learning standards and achievement outcomes. Reflecting this paradigm shift that has taken place since the publication of the first edition, this edition is organized around a different set of focal perspectives on the playliteracy interface:
Play and Literacy in Early C hildhood is intended for researchers and practitioners in the fields of early childhood education and early literacy development, and as a text for upper-level courses in these areas.
• Provides historical background for the study of talk and text. • Shows how talk, text, and meaning evolve, moving beyond recitation, in the context of school learning. • Presents examples of children’s and adolescents’ natural conversations as analyzed by linguists. • Includes exemplars of forms of talk and their evolution inside school contexts. • Contributes to research on school discourse by considering communication that is, at the same time, conversational and instructional—a style of talk that has been scientifically shown to draw students into learning. • Addresses talk as it interfaces with domains of knowledge taught in schools—covering a range of subject areas—to show how talk is related to and may be influenced by the structure, language, and activities of a specific discipline. Bringing together seminal lines of research to create a cohesive picture of discourse issues germane to classrooms and other learning settings, this volume is an essential resource for researchers, graduate students, classroom teachers, and curriculum specialists across the fields of discourse studies, literacy and English education, composition studies, language development, sociolinguistics, and applied linguistics.
June 2007: 256pp eBook: 978-1-4106-1777-4 Hb: 978-0-8058-5639-2: US $79.95 Pb: 978-0-8058-5640-8: US $35.00
June 2007: 416pp eBook: 978-1-4106-1789-7 Hb: 978-0-8058-5304-9: US $135.00 Pb: 978-0-8058-5305-6: US $49.95
• The Playful Mind • The Play-Literacy Instructional Environment • The Play-Literacy Social Context Looking both back and ahead, re-visiting previously reported studies and also introducing new inquiries into the role of play in early literacy development and learning, especially as these shed light on school readiness, this volume mines studies that directly focus on play-literacy links as well as new studies and syntheses that take these links in new directions and to new starting places for research. It challenges playliteracy researchers to use their imaginations to overcome persistent methodological problems, to break from the past into new territories of study, to strive for multi-disciplinary perspectives, and to push harder for the incorporation of play into the literacy education of young children.
£70.00
£21.50
£75.00
£30.95
Theo ries, Interventio ns, and Techno lo gies
—Jay Samuels, National Reading Panel May 2007: 536pp eBook: 978-1-4106-1666-1 Hb: 978-0-8058-5966-9: US $110.00 Pb: 978-0-8058-5967-6: US $49.95 £59.95
£27.50
Advocacy Research in Literacy Education Seeking Higher G ro und Edited by Meredith Rogers Cherland, University of Regina, Canada and Helen Harper, University of Nevada, US This book reviews what the authors term advocacy research in literacy education—research that explicitly addresses issues of social justice, equity, and democracy with the distinct purpose of social transformation. It surveys what educational researchers who are working for social justice have accomplished, describes current challenges, and outlines future possibilities. As a whole, this book is a response to the current popular understandings of literacy education that limit the efficacy of advocacy work in these troubled times—understandings that support the proliferation of standardized testing, teacher testing, and scripted lessons and programs, along with the privileging of particular forms of research. Intended for those who work or soon will work in literacy education— students, teacher educators, researchers, and practitioners—this book represents the authors’ belief that it is time for advocacy workers to strengthen and intensify their efforts to promote the most principled, effective literacy education for democratic life. It is their hope that this book will contribute to such an effort. November 2006: 360pp eBook: 978-1-4106-1544-2 Hb: 978-0-8058-5056-7: US $89.95 Pb: 978-0-8058-5057-4: US $29.95 £55.50
£18.50
To order, call toll-free: 1-800-634-7064
or fax 1-800-278-4724
eBooks available at www.ebookstore.tandf.co.uk
Language & Literacy 2008
Critical Issues in Early Literacy Research and Pedago gy Edited by Yetta M. Goodman, University of Arizona, US and Prisca Martens, Towson University, US This volume adds in important ways to understanding the power and complexity of the forces in the lives of children that impact their literacy learning. The critical issues presented emerge from interpretivist research and thinking practices that are constructivist in nature. The chapters by researchers, teacher researchers, teacher educators, and teachers are antidotes to the present political context in which political agendas are being used to define literacy, literacy teaching and learning, and literacy research in narrow ways. Providing a rich source of information about how young children come to know reading and writing as a tool of communication in a range of social and cultural contexts, this book: • Presents current research and thinking in the field. • Documents research that is currently being ignored by many who make decisions about children’s learning. • Values who children are and what they bring with them to school. • Provides a useful tool for advocacy and for social action toward improving education in ways that can make a difference in the lives of young children. • Raises thoughtful issues for discussion. C ritical Issues in Early Literacy is essential reading for early childhood teachers and prospective teachers, for teacher educators, for literacy researchers (including teacher researchers), for special educators, for those working with English-language and foreign-language learners, and for early childhood education administrators, advocates, and policy makers. March 2007: 328pp eBook: 978-1-4106-1633-3 Hb: 978-0-8058-5899-0: US $99.95 Pb: 978-0-8058-5900-3: US $39.95 £75.00
£21.99
Research and Theory
Reframing Sociocultural Research on Literacy
Ourselves
Identity, A gency, and Po w er
Frank Smith, Education Specialist, Canada
W hy W e A re W ho W e A re
Edited by Cynthia Lewis, University of Minnesota, US, Patricia E. Enciso, Ohio State University, US and Elizabeth Birr Moje, University of Michigan, US This landmark volume articulates and develops the argument that new directions in sociocultural theory are needed in order to address important issues of identity, agency, and power that are central to understanding literacy research and literacy learning as social and cultural practices. With an overarching focus on the research process as it relates to sociocultural research, the book is organized around two themes: conceptual frameworks and knowledge sources. • Part One: Rethinking Conceptual Frameworks— offers new theoretical lenses for reconsidering key concepts traditionally associated with sociocultural theory, such as activity, history, community, and the ways they are conceptualized and underconceptualized within sociocultural theory. • Part Two: Rethinking Knowledge and Representation—considers the tensions and possibilities related to how research knowledge is produced, represented, and disseminated or shared, challenging the locus of authority in research relationships, asking who is authorized to be a legitimate knowledge source, for what purposes, and for which audiences or stakeholders. Employing the lens of critical sociocultural research, this book focuses on the central role of language and identity in learning and literacy practices. It is intended for scholars, researchers, and graduate students in literacy education, social and cultural psychology, social foundations of education, educational anthropology, curriculum theory, and qualitative research in education. March 2007: 232pp eBook: 978-1-4106-1694-4 Hb: 978-0-8058-5695-8: US $79.95 Pb: 978-0-8058-5696-5: US $29.95 £50.00
£18.99
NEED TO SEE THE TABLE OF CONTENTS? Please visit www.routledge.com/education
7
“This is a great book [that] could easily become a classic...It may be the most coherent book about learning ever published.” —Stephen Krashen, University of Southern California
This book delves into how we come to terms with ourselves, with other people, and with the world in general. It is about how we come to be what we are, and to think the way we do. It is a book about the influences—particularly the influence of language—on this process. Researchers, professionals, and graduate students across the fields of literacy education, psychology of reading, learning theory, human learning, educational psychology, and psycholinguistics will find this book compelling. March 2006: 136pp eBook: 978-0-203-92862-2 Hb: 978-0-8058-5954-6: US $49.95 Pb: 978-0-8058-5955-3: US $19.95 £30.95
£12.50
2nd Editio n
Reconceptualizing the Literacies in Adolescents’ Lives Edited by Donna E. Alvermann, University of Georgia, US, Kathleen A. Hinchman, Syracuse University, US, David W. Moore, Arizona State University, US, Stephen F. Phelps, Buffalo State College, US and Diane R. Waff, WestED, US This book focuses on exploring the impact of young people’s identitymaking practices in mediating their perceptions of themselves as readers and writers in an era of externally mandated reforms. What is different in the Second Edition is its emphasis on the importance of valuing adolescents’ perspectives— in an era of skyrocketing interest in improving literacy instruction at the middle and high school levels driven by externally mandated reforms and accountability measures. A central concern is the degree to which this new interest takes into account adolescents’ personal, social, and cultural experiences in relation to literacy learning. Reconceptualizing the Literacies in A dolescents’ Lives is an essential volume for researchers, faculty, teacher educators, and graduate students in the field of adolescent literacy education. March 2006: 360pp eBook: 978-1-4106-1785-9 Hb: 978-0-8058-5385-8: US $115.00 Pb: 978-0-8058-5386-5: US $55.00 £70.50
£33.95
S AV E ! — Web orders over $35 receive free shipping in US and Canada
Visit the Routledge website at www.routledge.com/education
8
Research and Theory
Language & Literacy 2008
Principled Practices for Adolescent Literacy
Reading Hebrew
A Framew o rk fo r Instructio n and Po licy Elizabeth G. Sturtevant and William G. Brozo, both at George Mason University, US, Fenice B. Boyd, Buffalo University, SUNY, US, Kathleen A. Hinchman, Syracuse University, US and David W. Moore, Arizona State University, US This book presents an evidence-based framework for understanding the literacy needs of adolescents. The premise is that educators and other critical stakeholders need to understand evidence-based principles in order to develop effective curriculum to meet the needs of diverse learners. Recommendations are provided for middle and secondary education, professional development, teacher education research and policy. Principled Practices for A dolescent Literacy is intended as a text for pre-service and in-service upper-elementary, middle and high school literacy methods courses and graduate courses related to adolescent literacy, and as a resource for school district personnel, policymakers and parents. February 2006: 216pp Hb: 978-0-8058-5112-0: US $69.95 Pb: 978-0-8058-5113-7: US $24.50 £45.00
The Language and the Psycho lo gy o f Reading It Joseph Shimron, University of Haifa, Israel
This Handbook examines the connection between the writing systems of various countries and their relationship to literacy acquisition. It is appropriate for scholars, researchers, and graduate students in such diverse fields as cognitive psychology, psycholinguistics, literacy education, English as a second language, and communication disorders.
—Charles Perfetti, University of Pittsburgh
August 2005: 816pp Hb: 978-0-8058-4652-2: US $245.00 Pb: 978-0-8058-5467-1: US $85.00
Zvia Breznitz, University of Haifa, Israel “I find this book to be refreshingly complete, covering the range of theoretical, empirical, and practical issues that are so often underrepresented in books of this nature.” —David Chard, University of Oregon
This volume is part of a new, emerging field of research. In addition to reviewing psychological research on reading, the reader is introduced to the Hebrew language: its structure, its history, its writing system, and the issues involved in being fluently literate in Hebrew. This volume is appropriate for anyone interested in comparative reading and writing systems or in the Hebrew language. October 2005: 216pp eBook: 978-1-4106-1718-7 Hb: 978-0-8058-5076-5: US $69.95
Understanding Literacy Development A G lo bal View Edited by Anne McKeough, University of Calgary, Canada, Linda M. Phillips and Judy Lee Lupart, both at the University of Alberta, Canada and Vianne Timmons, University of Prince Edward Island, Canada
£36.95
Children’s Reading Comprehension and Assessment
This book brings together the nation’s most distinguished researchers to examine how readers understand text and how children’s reading comprehension is assessed. It is appropriate for educational and psychological researchers, reading educators, and graduate students in education and psychology. February 2005: 440pp eBook: 978-1-4106-1276-2 Hb: 978-0-8058-4655-3: US $125.00 Pb: 978-0-8058-4656-0: US $49.95 £67.50
This is the first book to examine in-depth the crucial role of the speed of information processing in the brain in determining reading fluency in both normal and dyslexic readers. It is appropriate for researchers and advanced students in reading, dyslexia, learning disabilities, cognitive psychology, and neuropsychology.
£149.95
£48.95
Edited by Scott G. Paris, University of Michigan at Ann Arbor, US and Steven A. Stahl, University of Illinois at Urbana-Champaign, US
Synchro nizatio n o f Pro cesses
Edited by R. Malatesha Joshi, Texas A&M University, US and P. G. Aaron, Indiana State University, US
“[This book] certainly deserves a place in all libraries as a serious piece of scholarship on Semitic languages in general and Hebrew in particular.”
£15.50
Fluency in Reading
Handbook of Orthography and Literacy
This book brings together leading experts from around the world to explore ways to best provide teaching and learning opportunities, tailored to specific educational needs, to help all children become better readers. It is an invaluable tool for scholars, teacher educators, professionals and graduate students in the fields of literacy education, early childhood education, educational psychology, educational policy, and related areas. July 2005: 248pp eBook: 978-1-4106-1333-2 Hb: 978-0-8058-5115-1: US $79.95 Pb: 978-0-8058-5116-8: US $29.95 £48.95
£16.95
£27.95
November 2005: 328pp eBook: 978-1-4106-1701-9 Hb: 978-0-8058-4144-2: US $110.00 £61.50
NEED TO SEE THE TABLE OF CONTENTS? Please visit www.routledge.com/education
To order, call toll-free: 1-800-634-7064
or fax 1-800-278-4724
eBooks available at www.ebookstore.tandf.co.uk
Language & Literacy 2008
Research and Theory
䡲
Classroom Practice
9
Classroom Practice Language in the Schools
Reinventing Curriculum
Integrating Linguistic Kno w ledge Into K-12 Teaching
A C o mplex Perspective o n Literacy and W riting
Edited by Kristin Denham and Anne Lobeck, both at Western Washington University, US
Linda Laidlaw, University of Alberta, Canada
This volume focuses on how basic linguistic knowledge can inform teachers’ approaches to language issues in the multicultural, linguistically diverse classroom. It is intended as a text for students in teacher education programs who have a basic knowledge of linguistics. July 2005: 296pp eBook: 978-1-4106-1321-9 Hb: 978-0-8058-4813-7: US $99.95 Pb: 978-0-8058-4814-4: US $37.50 £55.50
£19.95
This book offers new information about writing and literacy pedagogy linked to current research in the complexity sciences and cognition, and considers the possibilities that might emerge for pedagogy when alternative metaphors, images, and structures are considered for writing and curriculum. It is important reading for researchers, professionals, teacher educators, and students involved in literacy education and writing instruction, and an excellent text for courses in these areas. April 2005: 256pp eBook: 978-1-4106-1293-9 Hb: 978-0-8058-5042-0: US $69.95 Pb: 978-0-8058-5043-7: US $27.50 £42.95
Genes, Environment, and the Development of Reading Skills
£15.50
A Special Issue of Scientific Studies o f Reading
The Linguistics, Neurology, and Politics of Phonics
Edited by Stephen A. Petrill, Center for Developmental and Health Genetics, US
Silent “E” Speaks O ut
June 2005: 144pp Pb: 978-0-8058-9442-4: US $35.00
November 2004: 224pp eBook: 978-1-4106-1201-4 Hb: 978-0-8058-4743-7: US $75.00 Pb: 978-0-8058-5244-8: US $34.50
£21.50
AVAILABLE AS AN INSPECTION COPY
Steven L. Strauss, Franklin Square Hospital, US
£42.95
£18.50
Teaching and Learning Vocabulary Bringing Research to Practice Edited by Elfrieda H. Hiebert, University of California at Berkeley, US and Michael L. Kamil, Stanford University, US This book presents scientific evidence from leading research programs that address persistent issues regarding the role of vocabulary in text comprehension. It is suitable for anyone (graduate students, in-service reading specialists and curriculum directors, college faculty, and researchers) who deals with vocabulary learning and instruction as a vital component of reading proficiency. June 2005: 288pp eBook: 978-1-4106-1292-2 Hb: 978-0-8058-5285-1: US $99.95 Pb: 978-0-8058-5286-8: US $42.50 £55.50
£24.50
The Connections Between Language and Reading Disabilities Edited by Hugh W. Catts, University of Kansas, US and Alan G. Kamhi, Northern Illinois University, US December 2004: 248pp eBook: 978-1-4106-1205-2 Hb: 978-0-8058-5001-7: US $69.95 Pb: 978-0-8058-5002-4: US $34.50 £42.95
£18.50
Discourse Analysis and the Study of Classroom Language and Literacy Events A Micro ethno graphic Perspective David Bloome, Ohio State University, US, Stephanie Power Carter, Indiana University, US Beth Morton Christian, Western Kentucky University, US, Sheila Otto, Middle Tennessee State University, US and Nora Shuart-Faris, Vanderbilt University, US
FORTHCOMING
Teaching Children’s Literature Diane Duncan, University of Hertfordshire,UK Drawing on interview material with best-selling children’s book authors and workshops conducted in a wide variety of schools, this book embraces the current agenda for a more imaginative, creative and flexible English curriculum. The book examines comic books and the work of five contemporary, much loved authors: J.K. Rowling, Philip Pullman, Michael Morpurgo, Jacqueline Wilson and Anthony Browne. T eaching C hildren’s Literature provides teachers, student teachers, classroom assistants and all those interested in the study of children’s literature with practical knowledge on how to make children’s books come alive in the classroom, alongside deeper literary knowledge about the books, their genre, the authors and their respective range of writing for children. The book has six chapters each divided into two parts: • Part one takes a specific focus on one or two books from the authors’ works and provides tested ideas for a coherent series of lessons including some of the following: drama, discussion, reading, writing, drawing and media activities. • Part two extends teachers’ and students’ knowledge of children’s books by providing a deeper understanding about the authors, their collected works, key themes and how they engage and emotionally connect with children through an examination of language, narrative style, characterization, plot, inter-textuality and cohesion. This lively, informative and practical book will encourage teachers and students alike to approach the teaching of children’s literature in an entirely new light. June 2008: 160pp Hb: 978-0-415-42100-3: US $150.00 Pb: 978-0-415-42101-0: US $42.95 £85.00
£23.99
August 2004: 328pp eBook: 978-1-4106-1121-5 Hb: 978-0-8058-4858-8: US $89.95 Pb: 978-0-8058-5320-9: US $37.50 £55.50
£21.50
The RoutledgeFalmer Reader in Language and Literacy Edited by Teresa Grainger, Canterbury Christ Church University, UK Series: RoutledgeFalmer Readers in Education February 2004: 320pp eBook: 978-0-203-46406-9 HB: 978-0-415-32766-4: US $155.00 PB: 978-0-415-32767-1: US $41.95 UK£90.00
UK£22.99
Handbook of Reading Research, Volume III Edited by Michael L. Kamil, Standford University, US, Peter B. Mosenthal, Syracuse University, US, P. David Pearson, University of California at Berkeley, US and Rebecca Barr, National-Louis University, US March 2000: 1,024pp eBook: 978-1-4106-0502-3 HB: 978-0-8058-2398-1: US $245.00 PB: 978-0-8058-2399-8: US $95.00 UK£137.95
UK£58.50
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Visit the Routledge website at www.routledge.com/education
10
Classroom Practice
NEW
Language & Literacy 2008 NEW
4th Editio n
2nd Editio n
1001 Brilliant Writing Ideas
Teaching Reading to Every Child
The Really Useful Literacy Book
Teaching Inspiratio nal Sto ry-W riting fo r A ll A ges
Diane Lapp, James Flood and Douglas Fisher, all at San Diego State University, US and Cynthia H. Brock, University of Nevada at Reno, US
Being C reative w ith Literacy in the Primary C lassro o m Tony Martin, Glynis Purnell and Chira Lovat, all at St. Martin’s College, UK As literacy remains a key issue in primary education, this book provides new and inventive ideas for the classroom together with an accessible and informative summary of the theories that underpin them. Written for the primary school teacher, student or trainee teacher, this fully revised new edition will act as a springboard for further inspiration. The authors of this book, all highly experienced literacy specialists, show the reader how to plan units of work with flexibility and creativity. They offer a number of imaginative literacy units, based on exciting ideas that are designed to motivate, engage and challenge children in the classroom. Using as their base four “big ideas”—contexts and coherence, motivation, skill building, and content and process—the authors lead the reader through a set of principles practices which, when applied to familiar elements of the literacy strategy, will encourage the teacher to formulate their own exciting, creative and flexible literacy teaching. Chapters in this second edition will be linked with thinking skills and Social and Emotional Aspects of Learning material, reflecting areas in which some practitioners may feel less than confident. The authors have also included a brand new chapter based on working with museums and galleries in order to expand children’s literary creativity. This lively and stimulating book is an essential companion for teachers in Foundation Stage, Key Stage 1 and 2, and those in initial teacher training courses who want to develop their practice beyond the National Literacy Strategy. Select Table of Contents: 1. The Big Ideas 2. Principles and Practices 3. “Tell Me a Story” 4. Playing with Roles in the Foundation Stage: “Little Boy Blue” 5. Time for Rhyme 6. Outside In, Inside Out or Reading and Writing Out and About! Environmental Print 7. Reporting Back: Reading Non-fiction and Writing Non-chronological Reports 8. Shapely Poems and Calligrams: Starting Not from Text, but from Language and Visual Images 9. Dear Giant—Dear Jack: Creating a Sequence of Letters 10. Cyclones! Information Books on Same or Similar Themes: Literacy Across the Curriculum 11. Where did Our Writing Come From? Exploring the Writing Process 12. Writing is not Speech Written Down: Spoken Language and Written Language: A Language-based Unit 13. Whatever Happened to Lucy Gray? Classic Poetry 14. “We Made the Story!” Making Whole Stories with Underachieving, Uninterested Boys 15. Enjoying a Good Argument? Writing Discursively Series: The Really Useful Series February 2008: 280pp Pb: 978-0-415-43165-1: US $32.95
Ron Shaw, Education Specialist, UK How often do you hear your pupils cry “what can I write about?” 1001 Brilliant W riting Ideas offers teachers endless ideas and inventive suggestions, opening up new opportunities for creative writing lessons. With over 1000 different ‘story-starters “ across a vast range of genres and narrative styles, this versatile book provides food for thought for pupils of a wide range of ages and abilities. This highly practical and richly illustrated photocopiable resource: • Addresses the “blank mind “ dilemma, offering pupils a plethora of story-writing ideas and suggestions. • Enables teachers to inspire pupils who struggle with creative writing. • Provides prompts to set ideas into motion, while leaving plenty of scope for original and creative thought. • Challenges pupils, encouraging them to use higher level thinking skills. • Offers mix and match stimulus pieces which can be used independently or put together to give pupils more or less support as required. Any teacher whose inventiveness is flagging, and whose pupils are running out of ideas, will find this an essential classroom resource. January 2008: 88pp eBook: 978-0-203-93720-4 Pb: 978-0-415-44709-6: US $30.95 £16.99
This popular text, now in its Fourth Edition, introduces pre-service and in-service teachers to the most current theories and methods for teaching literacy to children in elementary schools. The methods presented are based on scientific findings that have been tested in many classrooms. A wealth of examples, hands-on activities, and classroom vignettes—including lesson plans, assessments, lists of children’s literature books to fiction and nonfiction texts, and more—illustrate the methods and bring them to life. The text highlights the importance of teaching EVERY child to become competent in all of the nuances and complexities of reading, writing, and speaking. September 2006: 472pp eBook: 978-1-4106-1790-3 Pb: 978-0-8058-4006-3: US $55.00 Instructor’s Manual: 978-0-8058-4007-0 £33.95
Challenging the Classroom Standard Through Museumbased Education Scho o l in the Park
NEW
3rd Editio n
Content Area Reading and Learning Instructio nal Strategies Edited by Diane Lapp, James Flood and Nancy Farnan, all at San Diego State University, US How can teachers make content-area learning more accessible to their students? This text addresses instructional issues and provides a wealth of classroom strategies to help all middle and secondary teachers effectively enable their students to develop both content concepts and strategies for continued learning. The goal is to help teachers model, through excellent instruction, the importance of lifelong content-area learning. This working textbook provides students maximum interaction with the information, strategies, and examples presented in each chapter. Pedagogical features in each chapter include: a graphic organizer, a chapter overview, and Think Before, Think While and Think After Reading Activities—which are designed to integrate students’ previous knowledge and experience with their new learnings about issues related to content area reading, literacy, and learning, and to serve as catalysts for thinking and discussions. This textbook is intended as a primary text for courses on middle and high school content area literacy and learning.
Edited by Ian Pumpian, Douglas Fisher and Susan Wachowiak, all at San Diego State University, US School in the Park is an innovative museum-based educational effort to engage students in their community during the school day. This book presents the experience of the School in the Park program from the perspective of different disciplines—oral language, reading, writing, social studies, math, science, and the arts—to determine how students are learning content within museums and the zoo. It offers ideas that readers can use in their own communities, ranging from long-term partnering with cultural institutions to one-day trips, to ensure that students have authentic experiences with the curriculum. November 2005: 184pp eBook: 978-1-4106-1727-9: Hb: 978-0-8058-5635-4: US $69.95 Pb: 978-0-8058-5636-1: US $24.50 £42.95
£13.50
£17.99
AVAILABLE AS AN INSPECTION COPY
August 2007: 480pp eBook: 978-1-4106-1616-6 Pb: 978-0-8058-5205-9: US $69.95 Instructor’s Manual: 978-0-8058-6161-7 £42.95
To order, call toll-free: 1-800-634-7064 or fax 1-800-278-4724
eBooks available at www.ebookstore.tandf.co.uk
Language & Literacy 2008 NEW
Classroom Practice NEW
2nd Editio n
Teaching English, Language and Literacy Dominic Wyse, University of Cambridge, UK and Russell Jones, Manchester Metropolitan University, UK This fully updated second edition is an essential introduction for anyone learning to teach English at an elementary school level. It is designed for students on initial teacher training courses, but also of great use to those teachers wanting to keep pace with the latest developments in their specialist subject. T eaching English, Language and Literacy covers the theory and practice of teaching English, language and literacy and includes comprehensive analysis of the Primary National Strategy Literacy Framework. Each chapter has a specific glossary to explain terms and gives suggestions for further reading. This edition covers key areas that students, teachers and English coordinators have to manage, and includes advice on: • Developing reading, including advice on choosing texts, and the role of phonics • Improving writing skills, including advice on grammar and punctuation • Planning and assessing speaking and listening lessons • Working effectively with pupils who are multilingual • Understanding historical developments in the subject • The latest thinking in educational policy and practice • The use of multimedia • Maintaining good home-school links • Gender and the teaching of English language and literacy All these chapters include clear examples of practice, coverage of key issues, analysis of research, and reflections on national policy to encourage the best possible response to the demands of the National Curriculum. Select Table of Contents: Part One: Introduction 1. The History of English, Language and Literacy 2. Theories of Learning Part Two: Reading 3. The Development of Reading 4. Children’s Literature 5. Working with Texts 6. Listening To Children Read 7. Phonics 8. Routines for Reading 9. Reading Recovery 10. Assessing Reading Part Three: Writing 11. The Development of Writing 12.Composition 13. Spelling 14. Handwriting 15. Punctuation 16. Grammar 17. Assessing Writing Part Four: Speaking and Listening 18. The Development of Language 19. Accent, Dialect and Standard English 20. Planning for Talk 21. Drama 22. Assessing Talk Part Five: General Issues 23. Planning 24. Home/School Links 25. Information and Communications Technologies (ICTs) and Multimedia 26. Supporting Black and Multilingual Children 27. Gender and Teaching of English 28. Poetry
11
NEW
Effective Practice for Adolescents with Reading and Literacy Challenges
Teaching Authentic Language Arts in a Test-Driven Era
Edited by Lou Denti, California State University at Monterey Bay, US and Gilbert Guerin, San Jose State University Foundation, US
Most pre-service education students are enthusiastic about the progressive, constructivist, and studentcentered theory and practice advocated in many teacher education programs and by the National Council of Teachers of English. Yet in actual day-to-day practice, teachers often have trouble thinking of ways in which such studentcentered and constructivist practices in literacy instruction can be implemented in classrooms which are increasingly driven by high stakes tests, increased accountability, and mandated and even ‘teacher proof’ scripted curricula. T eaching A uthentic Language A rts in a T est-Driven Era provides a powerful and muchneeded counterargument to the assumption that testdriven curricula preclude meaningful instruction and authentic student engagement within a Language Arts curriculum. Providing teachers with the theoretical stances and pedagogical tools to develop a Language Arts practice which can be personally rewarding as well as beneficial to students, this book empowers teachers to be effective even within the confines of a testingand accountability-driven curriculum.
Lack of reading proficiency is a barrier to understanding the academic content of any discipline. Effective Practice for A dolescents with Reading and Literacy C hallenges provides secondary teachers with the knowledge and the strategies they need to improve their students’ reading skills. Editors Lou Denti and Gilbert Guerin present a comprehensive collection of articles by a selection of prominent literacy and education researchers that provide practical approaches to improving literacy and offer accounts of successful evidence-based programs and practices that can be tailored to the needs of teachers working with struggling readers. Each chapter includes questions for review, a list of web resources, and suggested small group activities to encourage implementation of chapter ideas and strategies, making Effective Practice for A dolescents with Reading and Literacy C hallenges a valuable tool for all teachers, regardless of content area. November 2007: 248pp eBook: 978-0-203-93725-9 Hb: 978-0-415-95736-6: US $125.00 Pb: 978-0-415-95737-3: US $36.95 £70.00
£19.99
Arthur T. Costigan, Queens College, CUNY, US
Select Table of Contents: 1. Surviving and Thriving in a Test- and Accountability-Driven Culture 2. Constructivist Controversies 3. Writing Theory and Practice 4. Reading Theory and Practice 5. Symbolic Assessment and Authentic Assessment 6. Aesthetic Education 7. Teaching Social Justice in a Test-Driven Era 8. Teaching Language Arts in a Test Driven Era Series: Transforming Teaching October 2007: 209pp eBook: 978-0-203-93362-6 Hb: 978-0-415-95577-5: US $125.00 Pb: 978-0-415-95578-2: US $31.95 £70.00
£17.99
INTERESTED IN SUBMITTING A BOOK PROPOSAL? Visit www.routledge.com/proposal.asd for more information
November 2007: 304pp Hb: 978-0-415-39979-1: US $149.95 Pb: 978-0-415-39980-7: US $31.95 £75.00
£17.99
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12
Classroom Practice
NEW
Language & Literacy 2008 NEW
Children’s Books for Grown-Up Teachers
Creating Critical Classrooms
Reading and W riting C urriculum Theo ry
Mitzi Lewison and Jerome Harste, both at Indiana University at Bloomington, US and Christine Leland, Indiana University-Purdue University, US
Peter Appelbaum, Arcadia University, US “Appelbaum’s thinking is at the leading edge (perhaps several leading edges) of curriculum inquiry internationally.” —Noel Gough, LaTrobe University, Australia
“Peter Appelbaum has written an enormously erudite and important book about learning and teaching. Weaving together theories of curriculum, popular culture, literary engagement and pedagogy, he insightfully shows how deep insight emerges from the detours of teaching, and that the teacher’s task is not to specify curriculum but, rather, to occasion learning. This book is an intellectual tour de force that will be of great interest to both beginning and experienced teachers.” —Dennis Sumara, University of British Columbia, Canada
Teachers and prospective teachers read children’s books, but that reading is often done as a “teacher”— that is, as planning for instruction—rather than as a “reader” engaged with the text. C hildren’s Books for G rown-Up T eachers models the kind of thinking about teaching and learning—the sort of curriculum theorizing—accomplished through teachers’ interactions with the everyday materials of teaching. It starts with children’s books, branches out into other youth culture texts, and subsequently to thinking about everyday life itself. Texts of curriculum theory describe infrastructures that support the crafts of inquiry and learning, and introduce a new vocabulary of poaching, weirding, dark matter, and jazz. At the heart of this book is a method of reading. Each reader pulls idiosyncratic concepts from children’s books and from everyday life. Weaving these concepts into a discourse of curriculum theory is what makes the difference between “going through the motions of teaching” and “designing educational experiences. Series: Studies in Curriculum Theory November 2007: 192pp eBook: 978-1-4106-1812-2 Hb: 978-0-8058-4928-8: US $135.00 Pb: 978-0-415-96483-8: US $39.95 £75.00
£21.99
K-8 Reading and W riting W ith an Edge
This book for elementary and middle school teachers and literacy methods courses articulates a powerful theory of critical literacy instruction. Critical literacy practices encourage students to use language to question the everyday world, interrogate the relationship between language and power, analyze popular culture and media, understand how power relationships are socially constructed, and consider actions that can be taken to promote social justice. By providing both a model for critical literacy instruction and many examples of how critical practices can be enacted in daily school life in elementary and middle school classrooms, C reating C ritical C lassrooms meets a huge need for a practical, theoretically based text on this topic. Features include: • Vignettes—Each chapter begins with a vignette written by a teacher researcher. The vignette highlights an example of how the model of critical literacy instruction works in real life. • Theories that inform practice—After each vignette the authors present the theories they see as informing the classroom practice of the teacherresearcher featured in the vignette. These theories make explicit the assumptions that guided the choices the teacher made with students and also provide insight into the underlying beliefs that this teacher associated with enacting a critical literacy curriculum. • Map showing movement beween personal and the social—Each chapter includes a map showing the ways the teacher helped students move between the personal and the social. • Thought pieces—In an essay in each chapter related to its theme, Jerome Harste urges readers to step back and interrogate everyday assumptions about teaching and learning, • Critical literacy chart—A chart in each chapter reviews the classroom vignette and explicates which cultural resources were drawn upon, what critical social practices were enacted, and how the teacher took up a critical stance. • Invitations for Disruption—These mini-inquiries designed for teachers are related to the theories that teacher researchers employed in each vignette and also are related to the thought pieces. They can be done alone or with a colleague, and also provide interesting topics for study groups or classes to pursue.
Interdisciplinary Language Arts and Science Instruction in Elementary Classrooms A pplying Research to Practice Edited by Valarie L. Akerson, Indiana University, US This volume brings together evidence-based approaches to interdisciplinary language arts and science instruction. Firmly grounded in the research showing cognitive parallels between the two subjects, and reflecting the many recommendations in recent years for using interdisciplinary instruction at the elementary level, its goal is to help teachers effectively use this kind of instruction in elementary classrooms. The book is organized around three themes: • Introduction to Interdisciplinary Science and Language Arts Instruction • The Influence of Interdisciplinary Science and Language Arts Instruction on Children’s Learning • Research on Preparing Elementary Teachers to Use Interdisciplinary Science and Language Arts Instruction Each chapter summarizes the research on its focal topic. Examples of research applied to practice, and questions and prompts for discussion and reflection help readers apply what they are reading in their own classroom contexts. Teacher educators and prospective and practicing elementary teachers everywhere will benefit from this overview of current research and practice in interdisciplinary science and language arts instruction. Series: Teaching and Learning in Science July 2007: 336pp eBook: 978-1-4106-1758-3 Hb: 978-0-8058-6002-3: US $80.00 Pb: 978-0-8058-6003-0: US $35.00 £45.00
£21.99
September 2007: 208pp eBook: 978-1-4106-1614-2 Pb: 978-0-8058-6231-7: US $39.95 £21.99
To order, call toll-free: 1-800-634-7064 or fax 1-800-278-4724
eBooks available at www.ebookstore.tandf.co.uk
Language & Literacy 2008 NEW
English 3-11 A G uide fo r Teachers David Waugh and Wendy Jolliffe, both at the University of Hull, UK In line with the National Primary Strategy, this core introductory textbook provides comprehensive, up-to-date and, most importantly, creative guidance on teaching English in the early years and elementary classroom. Covering all of the key curriculum areas in manageable and accessible chapters, the book aims to motivate and support teachers to achieve enjoyment, progression, breadth and balance in their teaching of effective and creative English. By combining both subject knowledge with effective pedagogical approaches to teaching English, this book is an essential one-stop resource for all busy teachers. Select Table of Contents: 1. The Pedagogy of Teaching English in the Primary School 2. Classroom Management in English 3. Creative Approaches to Teaching Literacy 4. Communication, Language and Literacy in the Early Years 5. Knowledge about Language 6. Talking to Learn 7. Teaching and Learning Reading 8. Fiction and Poetry 9. Reading and Writing for Information 10. English Across the Ability Range 11. Developing Children’s Writing 12. Spelling 13. ICT and English 14. Planning for English 15. Assessment for Learning November 2007: 304pp Pb: 978-1-84312-443-6: US $33.95
Classroom Practice
Improving Primary Literacy
Understanding Spelling
Linking Ho me and Scho o l
Olivia O’Sullivan and Anne Thomas, both at the Centre for Language in Primary Education, UK
Anthony Feiler, Jane Andrews, Pamela Greenhough, Martin Hughes, Mary Scanlan and Wan Ching Yee, all at the University of Bristol, UK and David Johnson, University of Oxford, UK Parents can play an immensely important role in supporting their children’s literacy learning at home, but how can primary teachers enlist the support of parents in helping children learn literacy? With a focus on improving children’s literacy skills, this book provides practical answers to key questions that are directly relevant to all primary teachers and to many parents. It presents new ways of linking learning in home and school through a range of activities that can be used to share knowledge between children, parents and teachers. Activities include: • Teachers and children making videos to show parents how children learn literacy in school. • Parents and children taking photos of the ‘everyday’ literacy they use outside school. • Parents and teachers exchanging information through Home-School folders and diaries. Particular attention is given to ways of working with parents from a diverse range of family backgrounds reflecting the multi-ethnic nature of many schools today. The practical activities can easily be fitted into the day-to-day activities of busy classrooms and can provide crucial new ways of improving children’s learning of literacy skills.
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“[This book] should be part of every school’s library and a course book for every postgraduate course...It is a splendid, sound and helpful book which has a thoughtful but practical approach.” —Dr. Eve Bearne, University of Cambridge
“An essential buy for many trainee teachers.” —Teresa Grainger, Canterbury Christ Church University
Based on a three-year longitudinal study of children’s spelling in different primary classrooms, this book poses a number of important questions: • What kind of knowledge is involved in spelling? • What are the links between learning to read and learning to spell? • What kinds of systematic teaching and interventions make a difference to children’s progress? Packed with case studies, photographs and examples of children’s work, this unique book sets out the most effective approaches to spelling and provides teachers with a broad set of principles on which to base their teaching. This is an invaluable resource for any teacher or trainee teacher wishing to raise standards in spelling in their classroom. June 2007: 128pp eBook: 978-0-203-96161-2 Pb: 978-0-415-41988-8: US $28.95 £16.99
£18.99
AVAILABLE AS AN INSPECTION COPY
Series: Improving Practice June 2007: 96pp eBook: 978-0-203-01514-8 Pb: 978-0-415-36394-5: US $30.95 £16.99
Teaching Literature to Adolescents Richard Beach, University of Minnesota, US, Deborah Appleman, Carleton College, US, Susan Hynds, Syracuse University, US and Jeffrey Wilhelm, Boise State University, US This text for pre-service and in-service English education courses presents current methods of teaching literature to middle and high school students. The methods are based on social-constructivist and socio-cultural theories of literacy learning, and incorporate research on literacy response conducted by the authors. T eaching Literature to A dolescents reflects and builds on recent key developments in theory and practice in the field.
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Instructors and students in middle and high school English methods courses will appreciate the clear, engaging, useful integration of theory, methods, and pedagogical features offered in this text. July 2006: 296pp eBook: 978-0-203-92861-5 Pb: 978-0-8058-4195-4: US $34.50 £21.50
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14
Classroom Practice
Reading and Teaching Richard J. Meyer, University of New Mexico, US and Maryann Manning, University of Alabama at Birmingham, US Reading and T eaching raises questions and provides a context for pre-service and practicing teachers to understand and to reflect on the complex issues surrounding the teaching of reading in the schools. It presents real teachers in their classrooms, dialogues about teaching, and exercises for further clarification. The purpose is to help teachers make informed choices about their teaching of reading. The text considers the different types of decisions teachers might make in the teaching of reading and the knowledge upon which they rely on making those decisions—not simply factual information about using certain materials and methods to teach reading, but also knowledge about the mind, the political climate, the broader social and cultural circumstances of their students and schools and the communities in which they teach. This book is designed to engage teachers in beginning to evolve their own practical theories, to help them explore and perhaps modify some basic beliefs and assumptions, and to become acquainted with other points of view. Readers are encouraged to interact with the text and to develop their own perspective on the teaching of reading. This text is pertinent for all prospective and practicing teachers at any stage in their teaching careers. It can be used in any undergraduate or graduate course that addresses the teaching of reading. Series: Reflective Teaching and the Social Conditions of Schooling January 2007: 224pp eBook: 978-1-4106-1605-0 Pb: 978-0-8058-5429-9: US $21.50 £15.99
Linguistic Diversity and Teaching Nancy L. Commins and Ofelia B. Miramontes, both at the University of Colorado at Denver, US This book raises questions and provides a context for reflection regarding the complex issues surrounding new English learners in the schools. Pertinent for all prospective and practicing teachers at any stage of their training, it can be used in any undergraduate or graduate course that addresses issues of language diversity and teaching. Series: Reflective Teaching and the Social Conditions of Schooling June 2005: 208pp eBook: 978-1-4106-1344-8 Pb: 978-0-8058-2736-1: US $24.50 £13.95
Language & Literacy 2008
Improving Literacy by Teaching Morphemes
Mastering Assessment
Terezinha Nunes and Peter Bryant, both at Oxford Brookes University, UK
W. James Popham, University of California at Los Angeles, USA
“The book is extremely well written with excellent illustrations and will be useful to a wide audience.”
The term ‘assessment literacy’ is increasingly being used in education as teachers are required to know more and more about assessment and accountability. Most of today’s public educators, however, were never required as part of their pre-service training to learn the ins and outs of this complicated subject matter. Most traditional textbooks were written for graduate students aspiring to be specialist in measurement and assessment. Mastering A ssessment is a packaged set of booklets about a wide range of topics related to educational assessment. Written by noted author, W. James Popham in his characteristic witty style, these short books put the most relevant information on assessment at teachers’ fingertips. Reading through a booklet on reducing assessment bias, how to build constructed response tests, or scoring rubrics will provide teachers a quick, engaging means of becoming ‘assessment literate’.
—British Jo urnal o f Educatio nal Psycho lo gy
With reports from several studies showing the benefits of teaching young children about morphemes, this book is essential reading for anyone concerned with helping children to read and write. By breaking words down into chunks of meaning that can be analyzed as complete units rather than as strings of individual letters, children are better able to make sense of the often contradictory spelling and reading rules of English. As a result, their enjoyment of learning about words increases, and their literacy skills improve. Written by leading researchers for trainee teachers, practicing teachers and interested parents, this highly accessible and innovative book provides sound, evidence-based advice and materials that can be used to help teach children about morphemes, and highlights the beneficial effects of this approach. Series: Improving Learning September 2006: 224pp eBook: 978-0-203-96955-7 Hb: 978-0-415-38312-7: US $125.00 Pb: 978-0-415-38313-4: US $39.95 £75.00
£21.99
A Self-Service System fo r Educato rs
July 2006: 480pp Pb: 978-0-415-95240-8: US $150.00 £70.00
Po cket Editio n
The Basics of Essay Writing Nigel Warburton, The Open University, UK
3rd Editio n
Language Exploration and Awareness A Reso urce Bo o k fo r Teachers Larry Andrews,University of Nebraska at Lincoln, US This book shows English teachers how they can expand their curriculum beyond the traditional emphases on grammar and syntax, to help their students learn about many aspects of the English language, including general semantics, regional and social dialects, syntax, spelling, history of the English language, social language conventions, lexicography, and word origins. Clear, practical, and reader-friendly, the text reviews basic aspects of English language study in classrooms, then illustrates how teachers can create student-centered, inquiry-oriented activities for the learners in their classrooms. Written from a sociocultural perspective, this text stresses the uses of authentic language as it is used by real people for real purposes in diverse social contexts. Language Exploration and A wareness is intended for undergraduate and master’s level English language arts courses on the pedagogies of language teaching, and introduction to language or introduction to linguistics courses—particularly those emphasizing language study from a sociocultural perspective—and for courses preparing teachers of English as a new language. The text is also intended as a resource for current classroom teachers.
“I’ll be tackling my next essay with Nigel Warburton’s The Basics of Essay Writing in one hand and a pen in the other.” —Higher Educatio n A cademy Netw o rk
Essay writing is an essential skill for students at all academic levels and the ability to produce clear, wellargued essays is key to good coursework and the vast majority of written exams. This book offers the new or under-confident essay writer all the guidance and advice they need to dramatically improve their skills and their grades. It opens with a discussion of why it is so important to write a good essay and then proceeds through a step-by-step exploration of exactly what students need to think about in order to improve. It contains help on how to: • Focus on answering the questions asked. • Research and plan essays. • Build and sustain an argument. • Improve writing style and tone. Written in the author’s accomplished, student-friendly style, this guide is packed full of good advice and practical exercises. Students of all ages and in every subject area will find it an easy-to-use and indispensable aid to their studies. August 2007: 128pp PB: 978-0-415-43404-1: US $16.95 £8.99
July 2006: 368pp eBook: 978-0-203-92911-7 Pb: 978-0-8058-4308-8: US $45.00 £27.95
To order, call toll-free: 1-800-634-7064 or fax 1-800-278-4724
eBooks available at www.ebookstore.tandf.co.uk
Language & Literacy 2008
Classroom Practice
15
Using Literacy to Develop Thinking Skills with Children aged 5-7
Ways into Literature
2nd Editio n
Sto ries, Plays and Po ems fo r Pupils w ith SEN
The Literate Classroom
Paula Iley, Education Consultant, UK
Nicola Grove, City University at London, UK
This practical literacy resource book addresses the areas of speaking and listening, reading and writing. It suggests a multitude of activities, teaching approaches and ways in which lessons can be refined with thinking skills in mind. There is advice on differentiation throughout. Each suggestion will encourage pupils to develop a range of skills including:
“It is to the author’s credit that she has written a stimulating, challenging, passionate and above all totally practical book that completely fulfils its aims...Grove’s book really does make an outstanding contribution.”
Updated to introduce topics within the context of the new Primary Strategy and the National Literacy Strategy, this edited collection provides sound advice and practical suggestions about the teaching of literacy.
• Problem solving • Creative thinking • Critical thinking • Affective thinking • Questioning skills These are backed up by case studies of lessons sequences, showing children ‘planning, doing and reviewing’ as they think about literacy. Many of the opportunities outlined for extended thinking can take place not only in literacy lessons but also during the use of oracy, reading and writing across the curriculum. March 2006: 128pp Pb: 978-1-84312-282-1: US $29.00 £17.00
Using Literacy to Develop Thinking Skills with Children aged 7-11
• Problem-solving, creative and critical thinking, emotional thinking, questions skills and plan-doreview formats • Clear explanation of underpinning theory • Advice on differentiating activities • Links to the National Literacy Strategy Framework March 2006: 128pp Pb: 978-1-84312-283-8: US $29.00 £17.00
November 2005: 176pp Pb: 978-1-84312-318-7: US $31.95 £17.99
AVAILABLE AS AN INSPECTION COPY
—British Journal of Special Education
By fostering an emotional engagement with literature, teachers can encourage children to make subsequent critical evaluations. W ays into Literature is in line with current guidelines and will help practitioners get started straight away by using the book’s storylines, character maps, and story frames. It will also help practitioners learn from the experiences of real children and fellow practitioners. The book contains photocopiable and CD-ROM resources. March 2006: 160pp Pb: 978-1-84312-205-0: US $36.00
Interpreting Texts Kim Ballard, Esher Sixth Form College, UK Edited by Adrian Beard, University of Newcastle Upon Tyne, UK This title focuses on developing the skills needed to successfully interpret texts and covers key aspects of the area, including discourse, intertextuality and theoretical approaches. Series: Routledge A Level English Guides September 2005: 96pp eBook: 978-0-203-36265-5 Hb: 978-0-415-33436-5: US $71.95 Pb: 978-0-415-33437-2: US $19.95
£20.00
£45.00
Word Wheels
£10.99
AVAILABLE AS AN INSPECTION COPY
Kathryn Clark, Education Consultant, UK Targeting the specific problems learners have with language structure, these multi-sensory exercises appeal to all age groups including adults. Exercises use sight, sound and touch and are also suitable for English as an Additional Language and Basic Skills students. W ord W heels includes off-the-shelf resources including lesson plans and photocopiable worksheets, an interactive CD with practice exercises, and support material for the busy teacher or non-specialist staff, as well as homework activities. March 2006: 80pp Pb: 978-1-84312-189-3: US $69.95 £40.00
Paula Iley, Education Consultant, UK These creative off-the-shelf activities will spark children’s thinking skills through speaking, listening, reading and writing. Busy teachers wanting to shake up their lessons will find them indispensable. The book includes:
Edited by Prue Goodwin, Independent Consultant, UK
Ready to Read and Write in the Early Years
Multicultural Issues and Literacy Achievement Kathryn H. Au, University of Hawai’i, US This book is a sequel to the author’s earlier volume entitled, Literacy Instruction in Multicultural Settings. In addition to extensive updating of earlier material, this book extends the content coverage to include issues of power, attitudes, and systemic change through the application of discourse theory and critical theory. Series: Literacy Teaching September 2005: 232pp Hb: 978-0-8058-4400-9: US $69.95 Pb: 978-0-8058-4401-6: US $27.50 £36.95
£15.50
AVAILABLE AS AN INSPECTION COPY
Meeting Individual Needs Angela Glenn, Jacquie Cousins and Alicia Helps, all are Education Consultants, UK Focusing on the crucial area of early literacy, this book aims to provide an easy-to-understand guide to inclusion for pre-school practitioners. Includes: • How to establish strong foundations from which to develop reading and writing skills • Individual, paired and group reading and writing • Photocopiable record sheets • Short case studies that illustrate how strategies work in practice The book is written for practitioners in all pre-school settings and parents.
Teaching Word Meanings Steven A. Stahl, University of Illinois at UrbanaChampaign, US and William E. Nagy, Seattle Pacific University, US This book discusses how children learn the meanings of new words (and the concepts they convey) and how teachers can be strategic in deciding which words to teach, how to teach them, and which words not to teach at all.
Series: Tried and Tested February 2006: 96pp Pb: 978-1-84312-337-8: US $28.95 £15.99
Series: Literacy Teaching September 2005: 232pp eBook: 978-1-4106-1538-1 Hb: 978-0-8058-4363-7: US $79.95 Pb: 978-0-8058-4364-4: US $27.50 £42.95
£15.50
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16
Classroom Practice
Language & Literacy 2008
2nd Editio n
2nd Editio n
Literacy Instruction in the Content Areas
Teaching Language and Literature in Elementary Classrooms
Patricia L. Anders, University of Arizona, US and Barbara J. Guzzetti, Arizona State University, US In addition to extensive updating of earlier material, this new edition extends its coverage to include new chapters on adolescents’ out-of-school literacy experiences and their in-school preferences, digital resources for content learning, and considerations for the reading specialist. It is written for undergraduate, graduate, and in-service teachers who want to integrate literacy processes into their content area instruction. Series: Literacy Teaching May 2005: 320pp eBook: 978-1-4106-1360-8: US $110.00 Hb: 978-0-8058-4339-2: US $89.95 Pb: 978-0-8058-4340-8: US $34.50 £60.00
£48.95
A Reso urce Bo o k fo r Pro fessio nal Develo pment Marcia S. Popp, Southern Illinois University, US
Readings and A pplicatio ns fo r Teachers Edited by Harriet Luria and Trudy Smoke, both at Hunter College, CUNY, US and Deborah M. Seymour, Laureate Education, Inc., US Taking a sociocultural and educational approach, this book introduces basic linguistic concepts and current perspectives on language acquisition, and considers the role of linguistic change in the politics of language. It provides readers with a basis for understanding current educational debates about bilingual education, nonstandard dialects, English only movements, literacy methodologies, and generally the importance of teaching the study of language. September 2005: 456pp eBook: 978-0-203-92912-4 Pb: 978-0-8058-5500-5: US $55.00 £30.95
Peter Westwood, University of Hong Kong, China
Janet C. Richards, University of South Florida, US and Sharon K. Miller, University of Arizona, US “I find this book scholarly, humane, readable, appropriate, and engaging. It draws me (and any reader) back into writing and caring about writing as a central bastion of a democratic, social, and ethical consciousness.”
July 2005: 432pp eBook: 978-1-4106-1388-2 Pb: 978-0-8058-5295-0: US $59.95
This clear, reader-friendly book is carefully designed to help readers gain confidence and acquire competence in their academic writing abilities. All students and professionals in the field of education will welcome the distinctive focus in this book on connecting the personal and the professional, and the wealth of practical applications and opportunities for reflection it provides.
£29.99
Teaching the Dimensions of Literacy Stephen B. Kucer, Washington State University, US and Cecilia Silva, Texas Christian University, US
—Leah C. Fowler, University of Lethbridge
June 2005: 384pp eBook: 978-1-4106-1341-7 Hb: 978-0-8058-4839-7: US $79.95 Pb: 978-0-8058-4840-3: US $29.95 £42.95
£15.50
This book provides the conceptual knowledge to support teachers’ instructional decisions in the reading and literacy classroom, and features a multitude of instructional strategy lessons for classroom use with both monolingual and bilingual students. July 2005: 424pp eBook: 978-1-4106-1387-5 Pb: 978-0-8058-5020-8: US $49.95 £30.95
2nd Editio n
Dimensions of Literacy A C o nceptual Base fo r Teaching Reading and W riting in Scho o l Settings Stephen B. Kucer, Washington State University, US
Reading and Learning Difficulties
C o nnecting the Perso nal and the Pro fessio nal
The goal of this book is to help beginning teachers create a classroom environment that integrates literacy development with learning in all areas of the curriculum. This text identifies the major components of an integrated language program and describes and illustrates skills teachers need to implement this kind of program in their own classroom.
£18.50
Language and Linguistics in Context
Doing Academic Writing in Education
November 2004: 368pp eBook: 978-1-4106-1153-6 Hb: 978-0-8058-4940-0: US $110.00 Pb: 978-0-8058-4941-7: US $45.00
All teachers recognize how crucial the acquisition of good reading skills is. This book will help teachers understand how pupils learn and help them to meet those pupils’ different needs through appropriate intervention. September 2005: 144pp Pb: 978-1-84312-196-1: US $35.95 £19.99
Spelling A ppro aches to Teaching and A ssessment Peter Westwood, University of Hong Kong, China This book offers clear guidance on a variety of teaching strategies and explanations of why children have problems with spelling. August 2005: 80pp Pb: 978-1-84312-193-0: US $37.95 £20.99
To order, call toll-free: 1-800-634-7064 or fax 1-800-278-4724
£67.50
£26.50
2nd Editio n
The Teacher’s Grammar Book James D. Williams, Soka University, US This book introduces the various grammars that inform writing instruction in our schools, and examines methods, strategies, and techniques that constitute best classroom practices for teaching grammar and writing. May 2005: 288pp eBook: 978-1-4106-1381-3 Pb: 978-0-8058-5221-9: US $36.00 £21.50
4th Editio n
Linking Reading Assessment to Instruction A n A pplicatio n W o rktext fo r Elementary C lassro o m Teachers Arleen Shearer Mariotti, Hillsborough County Public Schools, US and Susan P. Homan, University of South Florida, US This book applies current theory to classroom practice by providing, in each chapter, a brief explanation of major concepts followed by guided practical experience in administering, scoring, and interpreting reading assessment techniques. It is designed for undergraduate or graduate reading methods courses that include a diagnosis component, reading diagnosis courses, exceptional education courses, and in-service courses on reading and literacy development. March 2005: 296pp eBook: 978-1-4106-1300-4 Pb: 978-0-8058-5058-1: US $37.50 Instructor’s Manual: 978-0-8058-5059-8 £22.50
eBooks available at www.ebookstore.tandf.co.uk
Language & Literacy 2008
Literacy and Technology
Literacy and Technology NEW
NEW
Multimodal Pedagogies in Diverse Classrooms FORTHCOMING
Multimedia and Literacy Development Impro ving A chievement fo r Y o ung Learners Edited by Adriana G. Bus, Leiden University, The Netherlands and Susan B. Neuman, The University of Michigan, US Multimedia and Literacy Development broadens the field of reading research by looking beyond print-only experiences to young readers’ encounters with multimedia stories on Internet and DVD. Multimedia storybooks include, in addition to static pictures and written text, features such as oral text, animations, sounds, zooms, and scaffolds designed to help convey meaning. These features are changing how young children read text, and also provide technology-based scaffolds for help struggling readers. This book reports experimental research and practices with multimedia stories indicating that new dimensions of media contribute to young children’s ability to understand stories and to read texts independently. Four key themes are highlighted: • Understanding the Multimedia Environment for Learning • Designing Multimedia Applications for Learning • New Approaches to Storybook Reading • Multimedia Applications in Classroom Instruction Chapters are written in jargon-free language intended to be accessible to an international audience of researchers, policymakers, program developers, and media specialist. The book is appropriate for university courses about literacy and information technology and will be essential to the numerous professionals interested in early literacy and early interventions. August 2008: 296pp Hb: 978-0-415-98841-4: US $135.00 Pb: 978-0-415-98842-1: US $38.95
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Representatio n, Rights and Reso urces Pippa Stein, University of the Witwatersrand, South Africa “Pippa Stein’s book deals with what is maybe the central issue among the vast, daunting problem of education for South Africa’s post-apartheid society— the issue of ‘literacy’. She shows the starkly desperate problems of so many children, their vibrant response, their energy, imagination, powerful and, often, filled with joy. Out of that she develops a theory around learning and making meaning for conditions of profound diversity, a theory that could only have been thought in South Africa; yet provides a path through there as much as here or anywhere.” —Gunther Kress, Institute of Education, London University
Multimodal Pedagogies in Diverse C lassrooms examines how the classroom can become a democratic space founded on the integration of different histories, modes of representation, feelings, languages and discourses, and is essential reading for anyone interested in the connection between multimodality, pedagogy, democracy and social justice in diverse classrooms. Pippa Stein combines theory with material taken from post-apartheid classrooms in South Africa where students from different language and cultural backgrounds negotiate the ongoing tensions between tradition and modernity, Western and African intellectual thought, as well as the apartheid-past of their parents, and their own aspirations for the future. This insightful book argues that classrooms can become ‘transformative’ sites in which students can develop curricula and pedagogies which speak to the diversity of global societies, and looks at: • How multimodality can be used to promote social justice and democracy in diverse classrooms. • The forms of representation through which students make meaning in classrooms. • How those forms contribute to the building of democratic cultures. • The cultural resources available to students, and how they are used for learning. • Difference as a productive energy for learning. Dealing with issues such as democracy, politics of difference, diversity, multicultural and multilingual classrooms, this book is as pertinent to readers across the globe as it is to those in South Africa, and will be invaluable and fascinating reading for anyone working or interested in this field.
The Path of Speech Technologies in Computer Assisted Language Learning Fro m Research To w ard Practice Edited by Melissa Holland and F. Pete Fisher, US Army Research Laboratory, US This collection examines the promise and limitations for computer-assisted language learning of emerging speech technologies: speech recognition, text-tospeech synthesis, and acoustic visualization. Using pioneering research from contributors based in the US and Europe, this volume illustrates the uses of each technology for learning languages, the problems entailed in their use, and the solutions evolving in both technology and instructional design. To illuminate where these technologies stand on the path from research toward practice, the book chapters are organized to reflect five stages in the maturation of learning technologies: basic research, analysis of learners’ needs, adaptation of technologies to meet needs, development of prototypes to incorporate adapted technologies, and evaluation of prototypes. The volume demonstrates the progress in employing each class of speech technology while pointing out the effort that remains for effective, reliable application to language learning. Series: Routledge Studies in Computer Assisted Language Learning November 2007: 256pp eBook: 978-0-203-93776-1 Hb: 978-0-415-96076-2: US $95.00 £60.00
NEW
Learner Autonomy and CALL Environments Klaus Schwienhorst, University of Hanover, Germany This volume brings together two prominent strands in second language acquisition theory and research: the concept of learner autonomy and computer-assisted language learning (CALL). Learner autonomy supports learners in becoming more reflective and communicative and in experimenting with language and language learning. CALL environments offer more and qualitatively different opportunities for learner autonomy than the traditional language classroom. This book offers researchers a starting point into researching learner autonomy in CALL contexts and offers teachers practical advice on changes and pitfalls in realizing learner autonomy goals in the CALLsupported classroom. Series: Routledge Studies in Computer Assisted Language Learning September 2007: 192pp eBook: 978-0-203-01220-8 Hb: 978-0-415-36190-3: US $120.00 £65.00
December 2007: 184pp eBook: 978-0-203-93580-4 Hb: 978-0-415-40165-4: US $150.00 £75.00
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18
Literacy and Technology
Language & Literacy 2008
Errors and Intelligence in Computer-Assisted Language Learning
NEW
Parsers and Pedago gues
NEW
The Digital Pencil
Interactive Literacy Education
O ne-to -O ne C o mputing fo r C hildren
Facilitating Literacy Enviro nments Thro ugh Techno lo gy
Edited by Jing Lei, Syracuse University, US, Paul Conway, University College, Ireland and Yong Zhao, Michigan State University, US
Trude Heift, Simon Fraser University, Canada and Mathias Schulze, University of Waterloo, Canada This book provides the first comprehensive overview of theoretical issues, historical developments and current trends in ICALL. It assumes a basic familiarity with Second Language Acquisition (SLA) theory and teaching, CALL and linguistics. It is of interest to upper undergraduate and graduate students who study CALL, SLA, language pedagogy, applied linguistics, computational linguistics or artificial intelligence as well as researchers with a background in any of these fields. Series: Routledge Studies in Computer Assisted Language Learning June 2007: 272pp eBook: 978-0-203-01221-5 Hb: 978-0-415-36191-0: US $115.00 £60.00
NEW
Technology-Mediated Learning Environments for Young English Learners C o nnectio ns In and O ut o f Scho o l Edited by L. Leann Parker, University of California at Berkeley, US This book explores issues related to the use of technologies to support young second-language learners and looks at promising areas for research, design, and development. Grounded in a sociocultural theoretical framework, it invites educators, researchers, and educational technology developers to consider a range of social and cultural factors in utilizing technology as a tool to help children from diverse linguistic and cultural backgrounds develop their English-language and reading skills. A major contribution is the authors’ consideration of ways that technology outside of school can benefit these students’ English-language development in school. The central chapters are counterpointed by invited reflections that bring to the discussion different, yet complementary, perspectives from notable scholars in the field of second-language literacy and learning.
This book takes a serious historical and international look at the “digital pencil” movement to equip every student with a computing device with wireless connection. Using an ecological perspective as an overarching framework, and drawing on their own studies and available literature that illuminate the issues related to one-toone computing, the authors present well-reasoned discussions about a set of complex and critical issue facing policy makers, educators, students, parents, and the general public. T he Digital Pencil addresses four key questions: • Is the digital pencil a good idea?—The authors analyze the costs and benefits of one-to-one computing programs through consideration of multiple indicators and examine the evaluation reports of various projects within their analytical framework to present a comprehensive summary of outcomes of one-to-one computing projects. • What happens when each child has a networked computer?—The authors analyze existing data with the goal of gaining insights and making suggestions and recommendations for policy makers, teachers, and parents. • What should schools purchase or lease? Is there an ideal device?—The authors examine the relative advantages and disadvantages of different devices and implementation schemes. • How do we know if one-to-one computing is making a difference?—The authors review the evaluation plans of the various projects and propose a framework for comprehensive evaluation and research on one-to-one computing. This book is intended for researchers, school administrators, educational technology professionals, and policy makers in the U.S. and around the world, and as a supplemental text for advanced courses in education, technology, and technological innovation. September 2007: 248pp eBook: 978-1-4106-1431-5 Hb: 978-0-8058-6060-3: US $70.00
T echnology-Mediated Learning Environments for Y oung English-Language Learners is targeted to researchers, educators, and policymakers in the areas of elementary education, after-school learning, secondlanguage teaching and learning, English language and literacy development, and reading. November 2007: 352pp eBook: 978-1-4106-1615-9 Hb: 978-0-8058-6232-4: US $100.00 Pb: 978-0-8058-6233-1: US $39.95 £55.00
£21.99
£37.50
Edited by Charles K. Kinzer, Columbia University, US and Ludo Verhoeven, Radboud University, The Netherlands Interactive Literacy Education combines the latest research and theory related to technology-based instructional design for children’s literacy development. It shows how technology can be used to build literacy learning environments that are compatible with students’ cognitive and social processes. Topics addressed throughout this enlightening work include: • Technology environments and applications that preservice teachers can use with young children • Detailed information regarding the development and implementation of specific technological programs • Various technologies, from interactive reading and spelling programs to speech recognition to multimedia, that teachers can use to enhance their literacy learning environments Interactive Literacy Education is intended for graduate courses in methods of literacy instruction, educational technology, curriculum and curriculum design, general pre-service education, special education, and applied psychology and cognitive studies. It is also appropriate for use as a supplement in undergraduate courses in methods of literacy instruction and educational technology. August 2007: 336pp eBook: 978-1-4106-1749-1 Hb: 978-0-8058-5213-4: US $89.95 Pb: 978-0-8058-5214-1: US $49.95 £75.00
£29.99
Teaching and Evaluating Writing in the Age of Computers and High-Stakes Testing Carl Whithaus, Old Dominion University, US By examining issues in writing assessment—ranging from the development of electronic portfolios to the impact of state-wide, standards-based assessment methods on secondary and post-secondary courses— this book discovers four situated techniques of authentic assessment that are already in use at a number of locales throughout the United States. By advocating for a flexible system of communicationbased assessment in computer-mediated writing instruction, this book validates teachers’ and students’ experiences with writing and also acknowledges the real-world weight of the new writing components on the SAT and ACT, as well as on state-mandated standardized writing and proficiency exams. April 2005: 208pp eBook: 978-1-4106-1369-1 Hb: 978-0-8058-4799-4: US $69.95 Pb: 978-0-8058-4800-7: US $25.00 £36.95
£13.95
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Language & Literacy 2008
Literacy and Technology
19
NEW
Writing Across Distances and Disciplines
Libr@ries
Research and Pedago gy in Distributed Learning
Edited by Cushla Kapitzke, University of Queensland, Australia and Bertram C. Bruce, University of Illinois at Urbana-Champaign, US
Joyce Neff and Carl Whithaus, both at Old Dominion University, US W riting A cross Distances and Disciplines addresses questions that cross borders between onsite, hybrid, and distributed learning environments, between higher education and the workplace, and between distance education and composition pedagogy. This groundbreaking volume raises critical issues, clarifies key terms, reviews history and theory, analyzes current research, reconsiders pedagogy, explores specific applications of WAC and WID in distributed environments, and considers what business and education might teach one another about writing and learning. Exploring the intersection of writing across the curriculum, composition studies, and distance learning, it provides an in-depth look at issues of importance to students, faculty, and administrators regarding the technological future of writing and learning in higher education. August 2007: 200pp eBook: 978-1-4106-1823-8 Hb: 978-0-8058-5856-3: US $59.95 Pb: 978-0-8058-5857-0: US $30.00
Technology, Literacy, and the Evolution of Society Implicatio ns o f the W o rk o f Jack G o o dy Edited by David R. Olson, University of Toronto, Canada and Michael Cole, University of California at San Diego, US Inspired by the seminal work of Jack Goody, a historical anthropologist specializing in the study of social structure and change, T echnology, Literacy, and the Evolution of Society gathers diverse perspectives of 20 distinguished historians, anthropologists, psychologists, and educators to address the role of technologies in social stability and change in traditional and modern societies. In this interdisciplinary text, scholars examine the ways in which local languages and cultural traditions, modes of production and communication, patters of local knowledge and authority affect how people and cultures resists or accommodate demands for such change. It provides a through look at the relations between societies of different practices, customs, and values, determining the mechanisms behind sociocultural stability and change.
C hanging Info rmatio n Space and Practice
“This is a vital collection to be read not only by teachers, libraries, and academics of all persuasions, but also, more broadly, by the general reading public.” —Michael A. Peters, University of Glasgow, From the Foreword
This volume examines the social, cultural, & political implications of the shift from the traditional forms and functions of print-based libraries to the delivery of online information in educational contexts. Libr@ries are conceptualized as physical places, virtual spaces, communities of literate practice, and discourses of information work. The aim of this book is to problematize and thereby mainstream this field of intellectual endeavor and inquiry. Collectively the contributors interrogate the presuppositions of current library practice, seek to understand how library as place and library as space blend together in ways that may be both contradictory and complementary, and envision new modes of information access and new multimodal literacies enabled by online environments. Libr@ries is intended for advanced undergraduate and graduate students, researchers, and educators in the fields of literacy and multiliteracies education, communication technologies in education, library sciences, information and communication studies, media and cultural studies, and the sociology of computer-mediated space. June 2006: 360pp eBook: 978-0-203-92863-9 Hb: 978-0-8058-5481-7: US $120.00 £73.50
E-literature for Children Enhancing Digital Literacy Learning Len Unsworth, University of New England, Australia The practical ideas, suggestions and real-life experiences found in this book, will help readers to understand the differences and similarities of the literary experience for children through classic, modern and leading-edge narratives in both book and computer formats. December 2005: 192pp eBook: 978-0-203-41295-4 Hb: 978-0-415-33329-0: US $145.00 Pb: 978-0-415-33330-6: US $42.95 £85.00
£23.99
This book is intended for graduate students and academics in history, anthropology, psychology, sociology, and education, as well as academics and all others interested in pursuing the directions and implications of the work and influence of Jack Goody.
International Handbook of Literacy and Technology Vo lume II Edited by Michael C. McKenna, University of Virginia, US, Linda D. Labbo, University of Georgia, US, Ronald D. Kieffer, Ohio Northern University, US and David Reinking, Clemson University, US The effects of technology on literate activity have been both sweeping and subtle, marked by an increasing variety of changes that are difficult to evaluate and project. Specific changes may come and go, but literacy and technology seem inextricably linked. This Handbook is dedicated to that linkage and to examining the intricacies that define it. It provides a comprehensive and international representation of state-of-the art research, theory, and practice related to principal areas in which significant developments are occurring in the study of literacy and technology. The book offers a glimpse of the commonalities faced by literacy educators around the world, together with specific challenges raised by unique circumstances. The second volume of the International Handbook of Literacy and T echnology is an essential reference for researchers, professionals, and students in reading and literacy education, literacy and technology, educational technology, and related areas, and will serve well as a text for upper-level and graduate courses on these topics. April 2006: 440pp eBook: 978-0-203-92913-1 Hb: 978-0-8058-5087-1: US $125.00 Pb: 978-0-8058-5088-8: US $49.95 £76.50
£30.95
Technology and English Studies Inno vative Pro fessio nal Paths Edited by James A. Inman, University of Tennessee at Chattanooga, US and Beth L. Hewett, Independent Scholar, US This book offers a broad, diverse and inclusive consideration of how to navigate the intersection of technology and English studies, and a context for readers to define and steer from their own professional futures. It is an important professional development resource for professors, instructors, and graduate students across the field of English studies, including rhetoric and composition, computers and writing, computer-assisted language learning, literary and linguistic computing, literary studies, English education, technical communication, linguistics, writing centers, ESL, and creative writing. November 2005: 272pp Hb: 978-0-8058-4588-4: US $99.95 Pb: 978-0-8058-4589-1: US $34.50 £61.50
£18.50
June 2006: 384pp Hb: 978-0-8058-5402-2: US $110.00 £67.50
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20
Language Diversity/Language and Culture
Language Diversity/ Language and Culture NEW
Literacy and Gender Researching Texts, C o ntexts and Readers Gemma Moss, University of London, UK “It’s high time someone provided an explanation for boys’ underachievement in literacy that does not blame teachers, or infer that girls are somehow at fault for boys’ under-achievement. This is it! Grounded in situated literacies research, this is a timely book, based on close classroom observations of children learning literacy.” —Meredith Cherland, University of Regina
Why are girls outperforming boys in literacy skills in the Western education system today? To date, there have been few attempts to answer this question. Literacy and G ender sets out to redress this state of affairs by re-examining the social organization of literacy in elementary schools. In studying schooling as a social process, this book focuses on the links between literacy, gender and attainment, the role school plays in producing social difference and the changing pattern of interest in this topic both within the feminist community and beyond. Gemma Moss argues that the reason for girls’ relative success in literacy lies in the structure of schooling and in particular the role the reading curriculum plays in constructing a hierarchy of learners in class. Using fine-grained ethnographic analysis of reading in context, this book outlines methods for researching literacy as a social practice and understanding how different versions of what counts as literacy can be created in the same site.
Language & Literacy 2008 FORTHCOMING
Grassroots Literacies
2nd Editio n
Jan Blommaert, Institute of Education, University of London, UK
ESL Literacy Instruction
This title, the latest addition to the established Literacies series in the field, presents a systematic study of a grassroots literacy environment. G rassroots Literacies, written by one of the leading figures in the field, addresses the question of how to understand literacy environments as relatively autonomous systems. Analyzing in close detail two documents from the Democratic Republic of the Congo, Jan Blommaert considers how grassroots literacy in the Third World develops outside the literacy-saturated environments of the developed world. This book will be of interest to students of Applied Linguistics and Anthropology
Lee Gunderson, University of British Columbia, Canada
Series: Literacies September 2008: 224pp Hb: 978-0-415-42631-2: US $145.00 Pb: 978-0-415-42630-5: US $44.95
Series: Literacies November 2007: 232pp eBook: 978-0-203-46427-4 Hb: 978-0-415-23456-6: US $120.00 Pb: 978-0-415-23457-3: US $44.95 £60.00
£24.99
AVAILABLE AS AN INSPECTION COPY
A G uidebo o k fo r Theo ry and Practice
“The abundance of illustrative instructional tools included in this book make it a treasure house for pedagogical purposes.” —Lorrie Stoops Verplaetse, Southern Connecticut State University.
“This book is groundbreaking...Dr. Gunderson’s research is brilliant! This one-of-a-kind text is sorely needed for pre-service and in-service teacher education.” —Patricia Schmidt, LeMoyne College
£80.00
£24.99
Hiphop Literacies Elaine Richardson, Pennsylvania State University, US “[This book] puts hiphop on the map of literacy studies.” —Jannis Androutsopoulos, Universitaet Hannover
Hiphop Literacies is an exploration of the rhetorical, language and literacy practices of African Americans, with a focus on the Hiphop generation. Elaine Richardson analyzes the lyrics and discourse of Hiphop, explodes myths and stereotypes about Black culture and language and shows that Hiphop language is a global ambassador of the English language and American culture. She examines African American Hiphop in secondary oral contexts such as rap music, song lyrics, electronic and digital media, oral performances and cinema, and brings together issues and concepts that are explored in the disciplines of folklore, ethnomusicology, sociolinguistics, discourse studies and New Literacies Studies. Series: Literacies October 2006: 160pp eBook: 978-0-203-39110-5 Hb: 978-0-415-32928-6: US $115.00 Pb: 978-0-415-32927-9: US $39.95 £65.00
£19.99
Literacy and G ender makes a valuable contribution to current debates about literacy pedagogy and outlines a principled basis upon which to review the literacy curriculum in action.
FORTHCOMING
AVAILABLE AS AN INSPECTION COPY
This comprehensive research-based text provides both ESL and mainstream teachers with the background and expertise necessary to plan and implement reading programs that match the particular needs and abilities of their students. ESL Literacy Instruction: • Applies current ESL and reading research and theory to practice. • Is designed for use by pre-service and in-service teachers at all levels from kindergarten to adult learners. • Explains different models of literacy instruction from systematic phonics to whole language instruction and includes specific teaching methods within each model. • Encourages teacher choice in instructional decisions and provides a systematic rationale and approach for teachers to design their own teaching programs within their own models of literacy. • Addresses multicultural issues. Changes in the Second Edition include more research based discussions and more practical teaching suggestions, updated coverage of views on reading instruction for ESL/ELL students, new section on second-language theory and research, new chapter on the importance of culture in second-language literacy contexts, and information on how published resources can be accessed on the Internet. August 2008: 20pp Hb: 978-0-415-98971-8: US $125.00 Pb: 978-0-415-98972-5: US $39.95 £70.00
£21.99
Literacy in the New Media Age
AVAILABLE AS AN INSPECTION COPY
Gunther Kress, Institute of Education, University of London, UK Series: Literacies March 2003: 208pp eBook: 978-0-203-29923-4 Hb: 978-0-415-25355-0: US $115.00 Pb: 978-0-415-25356-7: US $39.95 £65.00
£19.99
AVAILABLE AS AN INSPECTION COPY
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Language & Literacy 2008
Language Diversity/Language and Culture FORTHCOMING
English-Only Instruction and Immigrant Students in Secondary Schools A C ritical Examinatio n Lee Gunderson, University of British Columbia, Canada This book is for teachers, teacher educators, school and district administrators, policy makers, and researchers who want to know about literacy, cultural diversity, and students who speak little or no English. It offers a rich picture of the incredible diversity of students who enter secondary school as immigrants—their abilities, their needs, and their aspirations. Educators and researchers will find the descriptions of students’ simultaneous learning of English and of academic content relevant to their view of whether instruction should be English only or bilingual. For teachers who view multicultural education as an important endeavor, this book may on occasion surprise them and at other times confirm their views. The author does not attempt to develop a particular political viewpoint about which approach works best with immigrant students. Rather, the objective of the studies was to develop a full, rich description of the lives of immigrant high school students enrolled in classes where the medium of instruction is English. The reader is left to evaluate the results. August 2006: 320pp eBook: 978-1-4106-1495-7 Hb: 978-0-8058-2513-8: US $110.00 Pb: 978-0-8058-2514-5: US $39.95 £67.50
£24.50
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21
FORTHCOMING
2nd Editio n
Critical Perspectives on Harry Potter Edited by Elizabeth Heilman, Michigan State University, US As the wild success of the Harry Potter series has given rise to “Pottermania,” the adventures of the young sorcerer have inspired multiple movies, countless Websites and blogs, fans clubs and a wide range of paraphernalia. This significant cultural phenomenon constitutes a powerful form of social text, and speaks volumes about the intersections of ideology, popular culture, and childhood. C ritical Perspectives on Harry Potter, 2nd edition provides overdue analyses of the Potter books as phenomenon, bringing together scholars from various disciplines to examine the impact of the series. This thoroughly updated revised edition includes essays updated to explore the full scope of the 7-book series and new material on what it has meant for a generation of children to grow up with Harry Potter. “DISCLAIMER: This book is not authorized, approved, licensed, or endorsed by J.K. Rowling, Warner Bros. Entertainment Inc., or anyone associated with the Harry Potter books or movies.” July 2008: 240pp Pb: 978-0-415-96484-5: US $31.95 £17.99
AVAILABLE AS AN INSPECTION COPY
FORTHCOMING
Telling Stories to Change the World Rickie Solinger, Historian and Curator, US Madeline Fox, CUNY Graduate Center, US and Kayhan Irani, University of California at Los Angeles, US T elling Stories to C hange the W orld is a collection of essays about community-based and interest-based projects in which groups of people use stories as a strategy for speaking out for—and accomplishing— justice. These renowned contributors describe projects in which groups are telling stories as a way of exploring what a more just community looks like and what civic engagement means, and how to realize both. The book includes projects in which, for example, grassroots groups use storytelling to make claims for healthcare, for honoring and preserving traditional culture and history, for combating and preventing hatred, for resolving conflict, for developing community leadership and calling for responsive government, and for insisting on the rights of immigrants in their new country. The collection poses questions about the meaning of culture, the meaningfulness of place, the consequence of violence for community, the imperatives and ingredients of healing and of human rights, and of activism, generally.
A Synthesis of Research on Second Language Writing in English: 1985-2005 Ilona Leki, University of Tennessee, US, Tony Silva, Purdue University, US and Alister Cumming, University of Toronto, Canada “The authors command the field in ways that perhaps no one else does. Their vast collective knowledge shines on every page.” —Barbara Kroll, California State University
Synthesizing twenty-five years of the most significant and influential findings of published research on L2 writing in English, this volume promotes understanding and provides access to research developments in the field. Overall, it distinguishes the major contexts of English L2 learning in North America, synthesizes the research themes, issues, and findings that span these contexts, and interprets the methodological progression and substantive findings of this body of knowledge. Of particular interest is the extensive bibliography, which makes this volume an essential reference tool for libraries and serious writing professionals, both researchers and practitioners, both L1 and L2. This book is designed to allow researchers to become familiar with the most important research outside their specialty direct area, to promote understanding of pedagogical needs of L2 writing students, and to introduce graduate students to L2 writing research findings. It is organized in three sections: • Contexts for writing, covering research on L2 writers’ in school settings, in the community, workplace, and professional environment, and in the context of the ideological issues. • Instruction and assessment, focusing on pedagogical and assessment issues within both courses and institutions. • Basic research on second language writing, reviewing basic empirical research on L2 writers, composing processes, and texts. This book is intended for L2 writing researchers world wide, L2 writing practitioners, graduate students in TESOL methods courses, L1 English writing professionals and practitioners, and graduate students in teacher education courses in literacy development, as well as writing centers serving the growing number of L2 writers using those services. August 2008: 224pp eBook: 978-0-203-93025-0 Hb: 978-0-8058-5532-6: US $125.00 Pb: 978-0-8058-5533-3: US $29.95 £70.00
£15.99
Series: Teaching/Learning Social Justice August 2008: 224pp Hb: 978-0-415-96079-3: US $125.00 Pb: 978-0-415-96080-9: US $32.95 £70.00
£17.99
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22
Language Diversity/Language and Culture
Language & Literacy 2008
Language, Culture, and Teaching Series Edited by Sonia Nieto NEW
FORTHCOMING
Critical Literacy and Urban Youth Pedago gies o f A ccess, Dissent, and Liberatio n Ernest Morrell, University of California at Los Angeles, US “...a passionate book, elegantly written and beautifully developed... Confident that teachers can create classrooms and schools that are critical, lively, and hopeful spaces, [Ernest Morrell] provides teachers and those about to enter the profession with inspiration.” —Sonia Nieto, From the Foreword
“...an exciting, edgy new book of real interest to contemporary graduate students and researchers in cultural studies and critical literacy. Morell is clearly doing landmark work in critical literacy with urban youth.” —Tom Bean, University of Nevada
C ritical Literacy and Urban Y outh offers an interrogation of critical theory developed from the author’s work with young people in classrooms, neighborhoods, and institutions of power. Through cases, an articulated process, and a theory of literacy education and social change, Morrell extends the conversation among literacy educators about what constitutes critical literacy while also examining implications for practice in secondary and postsecondary American educational contexts. Morrell begins by arguing for a broader definition of the “critical” in critical literacy—one that encapsulates the entire Western philosophical tradition as well as several important “Othered” traditions ranging from postcolonialism to the African-American tradition. Next, he looks at four cases of critical literacy pedagogy with urban youth: teaching popular culture in a high school English classroom, conducting community-based critical research, engaging in cyberactivism, and doing critical media literacy education. Lastly, he returns to theory, first considering two areas of critical literacy pedagogy that are still relatively unexplored: the importance of critical reading and writing in constituting and reconstituting the self, and critical writing that is not just about coming to a critical understanding of the world but which plays an explicit and self-referential role in changing the world. Morrell concludes by outlining a grounded theory of critical literacy pedagogy and considering its implications for literacy research, teacher education, classroom practice, and advocacy work for social change.
FORTHCOMING
Language, Literacy, and the African American Experience
The Work of Language in Multicultural Classrooms
Defining Mo ments
Talking Science, W riting Science
Linda A. Spears-Bunton, Florida International University, US and Rebecca Powell, Georgetown College, US
Edited by Katherine Richardson Bruna, Iowa State University, US and Kimberley Gomez, University of Illinois at Chicago, US
This text illustrates, and engages readers in thinking about, ways in which literacy has been and continues to be used to uphold or deny social justice, and how literacy practices in schools can be made to better serve the need for social justice in our society. Its goal is to help teachers integrate knowledge about language, literature, law, and literacy research with literacy education theory and practices.
This book assists science teachers and teacher educators in accommodating students’ cultural and linguistic diversity in the classroom. It contributes to the growing body of work on the role of language in developing classroom scientific communities of practice, expands that work by highlighting the challenges faced specifically by diverse learners and their teachers in joining those communities, and showcases exemplary teaching and research initiatives for helping to meet these challenges. Endof-chapter activities offer rich opportunities for the reader to reflect on the implications of each chapter’s findings for science instruction and research and to apply insights developed in real-world science teaching and learning contexts, T he W ork of Language in Multicultural C lassrooms is intended for science education professionals and as a text for courses specifically related to science education, particularly those emphasizing academic literacy and educating linguistically and culturally diverse students.
August 2008: 224pp Pb: 978-0-8058-4536-5: US $34.95
3rd Editio n
With Literacy and Justice for All Rethinking the So cial in Language and Educatio n Carole Edelsky, Arizona State University, US The third edition of W ith Literacy and Justice for A ll continues to document Carole Edelsky’s long involvement with socially critical, holistic approaches to the everyday problems and possibilities facing teachers of language and literacy. This book helps education professionals understand the educational and societal situations they are dealing with, and literacy instruction and second language learning in particular contexts. Edelsky does not offer simplistic pedagogical formulas, but rather, progressively works through differences and tensions in the discourses and practices of sociolinguistics, bilingual education, whole language, and critical pedagogy—fields whose practitioners and advocates too often work in isolation from each other and, at times, at cross purposes. In this edition, what Edelsky means by rethinking is improving and extending her own views, while at the same time demonstrating that such rethinking always occurs in the light of history. It is a rare example of a scholarly owning-up to changes in thinking, and a much needed demonstration of the historically grounded nature of knowledge. As a whole, the third edition emphasizes recursiveness and questioning within a deliberately political framework. March 2006: 336pp eBook: 978-1-4106-1796-5 Hb: 978-0-8058-5507-4: US $69.95 Pb: 978-0-8058-5508-1: US $22.50
December 2007: 272pp eBook: 978-0-203-93791-4 Hb: 978-0-8058-5663-7: US $135.00 Pb: 978-0-8058-5664-4: US $41.95
To order, call toll-free: 1-800-634-7064 or fax 1-800-278-4724
July 2008: 339pp eBook: 978-1-4106-1860-3 Hb: 978-0-8058-6427-4: US $125.00 Pb: 978-0-8058-6428-1: US $44.95
Beyond Grammar Language, Po w er, and the C lassro o m Mary R. Harmon, Saginaw Valley State University, US and Marilyn J. Wilson, Michigan State University, US Beyond Grammar asks readers to think about the power of words, the power of language attitudes, and the power of language policies as they play out in communities, in educational institutions, and in their own lives as individuals, teachers, and participants in the larger community. Each chapter provides extended discussion of a set of critical language issues that directly affect students in classrooms: the political nature of language, the power of words, hate language and bullying, gender and language, dialects, and language policies. Written for pre-service and practicing teachers, this text addresses how teachers can alert students to the realities of language and power—removing language study from a “neutral” corner to situate it within the context of political, social, and cultural issues. Developing a critical pedagogy about language instruction can help educators understand that classrooms can either maintain existing inequity or address and diminish inequity through critical language study. This book is intended for undergraduate and master’s level courses that address literacy education, linguistics, and issues of language and culture. May 2006: 256pp eBook: 978-0-203-92916-2 Pb: 978-0-8058-3715-5: US $24.50
eBooks available at www.ebookstore.tandf.co.uk
Language & Literacy 2008 FORTHCOMING
Global Linguistic Flows Hip Ho p C ultures, Y o uth Identities, A nd the Po litics o f Language Awad Ibrahim, Bowling Green State University, US, H. Sammy Alim, University of California at Los Angeles, US and Alistair Pennycook, University of Technology, Australia This cutting-edge volume explores the ways in which multilingual identities are performed within Hip Hop culture. Located at the intersection of sociolinguistics and Hip Hop Studies, it brings together for the first time an international group of researchers who study Hip Hop textually, ethnographically, socially, aesthetically, and linguistically. It is the harvest of dialogue between these two separate yet interconnected areas of study. Looking at Hip Hop sociolinguistically and applying diverse applied linguistics frameworks, the authors use detailed ethnographic, critical discourse analysis, and sociolinguistic studies of Hip Hop culture in locally and globally diverse contexts to examine the relations between language, popular culture, identity, and pedagogy, and offer a complex reading of the politics of language education. A missing gap in the Hip Hop literature is the centrality and an in-depth analysis of the very medium that is used to express and perform Hip Hop: language. G lobal Linguistic Flows fills that gap. August 2008: 250pp Hb: 978-0-8058-6283-6: US $135.00 Pb: 978-0-8058-6285-0: US $39.95 £75.00
£21.99
Global Englishes and Transcultural Flows Alistair Pennycook, University of Technology, Australia The English language is spreading across the world, and so too is hip-hop culture: both are being altered, developed, reinterpreted, and reclaimed. This timely book explores the relationship between global Englishes—the spread and use of diverse forms of English within processes of globalization—and transcultural flows including the movements, changes and reuses of cultural forms in disparate contexts. This wide-ranging study focuses on the ways English is embedded in other linguistic contexts, including those of East Asia, Australia, West Africa and the Pacific Islands. Drawing on transgressive and performative theory, Pennycook looks at how global Englishes, transcultural flows and pedagogy are interconnected in ways that oblige us to rethink language and culture within the contemporary world.
Language Diversity/Language and Culture 2nd Editio n
FORTHCOMING
Literacies Across Media
Generation 1.5 in College Composition
Playing the Text
Mark Roberge, San Francisco State University, US, Meryl Siegal, Laney College, US and Linda Harklau, University of Georgia, US
Margaret Mackey, University of Alberta, Canada “The authors command the field in ways that perhaps no one else does. Their vast collective knowledge shines on every page.”
“...a well-organized volume with a strong emphasis on pedagogy.” —Trudy Smoke, Hunter College, CUNY, US
“Generation 1.5 is the most interesting topic of concern in ESL today, yet publications are few and far between...The editors clearly know what they’re doing...They know the field, know the subject matter, understand the problems...This volume contribtes to the thinking in the field.” —Linda Lonon Blanton, University of New Orleans
Building on the work that has been done over the past decade, this volume is pedagogically focused to help practicing and prospective ESL teachers understand and more effectively teach Generation 1.5 students. Since the mid-1970s, U.S. colleges and universities have experienced a dramatic increase in the population of immigrant students who entered the educational system as children and developed complex bi- or multilingual repertoires throughout their adolescence. The term “Generation 1.5” is used to describe these students because their immigrant and educational journeys position them somewhere between first generation adult immigrants and the U.S.-born second generation children of immigrant families. G eneration 1.5 in C ollege C omposition: • Is designed to help both scholars and practitioners reconceptualize the fields of College Composition and TESOL and create a space for research, theory and pedagogy focusing on postsecondary immigrant ESL students. • Provides both important new theoretical work (which lays the underpinnings for serious pedagogical innovation) and important new pedagogical approaches. Because of their varied and complex language and literacy profiles, Generation 1.5 students are found in developmental English courses, college ESL courses, and mainstream college writing courses. This volume is directed to pre-service and in-service teachers, teacher educators, and researchers involved with educating Generation 1.5 students in these and other contexts. August 2008: 264pp eBook: 978-1-4106-1872-6 Hb: 978-0-8058-6442-7: US $135.00 Pb: 978-0-8058-6443-4: US $39.95 £75.00
£21.99
G lobal Englishes and T ranscultural Flows is a valuable resource to applied linguists, sociolinguists, and students on cultural studies, English language studies, TEFL and TESOL courses.
23
—Barbara Kroll, California State University
Synthesizing twenty-five years of the most significant and influential findings of published research on L2 writing in English, this volume promotes understanding and provides access to research developments in the field. Overall, it distinguishes the major contexts of English L2 learning in North America, synthesizes the research themes, issues, and findings that span these contexts, and interprets the methodological progression and substantive findings of this body of knowledge. Of particular interest is the extensive bibliography, which makes this volume an essential reference tool for libraries and serious writing professionals, both researchers and practitioners, both L1 and L2. This book is designed to allow researchers to become familiar with the most important research outside their specialty direct area, to promote understanding of pedagogical needs of L2 writing students, and to introduce graduate students to L2 writing research findings. It is organized in three sections: • Contexts for writing, covering research on L2 writersí in school settings, in the community, workplace, and professional environment, and in the context of the ideological issues. • Instruction and assessment, focusing on pedagogical and assessment issues within both courses and institutions. • Basic research on second language writing, reviewing basic empirical research on L2 writers, composing processes, and texts. This book is intended for L2 writing researchers world wide, L2 writing practitioners, graduate students in TESOL methods courses, L1 English writing professionals and practitioners, and graduate students in teacher education courses in literacy development, as well as writing centers serving the growing number of L2 writers using those services. March 2007: 224pp eBook: 978-0-203-96460-6 Hb: 978-0-415-40746-5: US $145.00 Pb: 978-0-415-40747-2: US $42.95 £80.00
£23.99
February 2007: 200pp eBook: 978-0-203-08880-7 Hb: 978-0-415-37480-4: US $110.00 Pb: 978-0-415-37497-2: US $33.95 £70.00
£18.99
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24
Language Diversity/Language and Culture
Language & Literacy 2008
ESL & Applied Linguistics Professional Series Edited by Eli Hinkel FORTHCOMING
FORTHCOMING
FORTHCOMING
International English in Its Sociolinguistic Contexts
Teaching ESL/EFL Listening and Speaking
Leadership in English Language Education
To w ard a So cially Sensitive EIL Pedago gy
I.S.P. Nation and Jonathan Newton, both at Victoria University of Wellington, New Zealand
Edited by MaryAnn Christison, University of Utah, US and Denise Murray, Macquarie University, Australia
This book provides a practical guide for teachers and teacher trainees to the teaching of the two skills of listening and speaking. The focus is strongly hands-on, featuring some easily applied principles, a large number of useful teaching techniques, guidelines for testing and monitoring, and drawing on research and theory in applied linguistics. It explicitly describes research-based principles that teachers can apply in designing and presenting courses. This text is designed for use in the teaching methods component of all Certificate, Diploma, Masters and Doctoral courses for teachers of English as a second or foreign language.
“This book is a metaphor for the authors themselves: thorough, detailed, committed to professional development as a tool for excellence in outcomes. It reflects their long-standing commitment to sound scholarship and their recognition in the field as teachers/scholars.”
Sandra McKay, San Francisco State University, US and Wendy Bokhorst-Heng, National Institute of Education, Singapore “...a clear choice for courses in the TESOL master’s program at my institution, which prepares both U.S. and international TESOL teachers. A particular virtue is the clarity of McKay’s writing style for nonnative English speaking readers.” —Nancy Hornberger, University of Pennsylvania
Present-day globalization, migration, and the spread of English have resulted in a great diversity of social and educational contexts in which English learning is taking place. A basic assumption of this book is that because English is an international language, effective pedagogical decisions cannot be made without giving special attention to the many varied contexts in which it is taught and learned. Its unique value is the combination of the three strands—globalization, sociolinguistics, and English as an international language—in one focused volume specifically designed for language teachers, providing explicit links between sociolinguistic concepts and language pedagogy. International English in Its Sociolinguistic C ontexts: • Fully recognizes the relationship between social context and language teaching. • Describes the social and sociolinguistic factors that affect the teaching and learning of English. • Examines how the social context is influential in determining which languages are promoted in the schools and society and how these languages are taught. • Is unique in directly relating basic constructs in sociolinguistics to English language teaching. • Features case studies that illustrate the diversity of English teaching contexts Directed to a wide TESOL and applied linguistics professional readership, this text will be particularly useful and effective for pre-service and in-service professional development in TESOL for K-12 and higher education levels. May 2008: 212pp eBook: 978-1-4106-1798-9 Hb: 978-0-8058-6337-6: US $125.00 Pb: 978-0-8058-6338-3: US $39.95
May 2008: 189pp Hb: 978-0-415-98969-5: US $125.00 Pb: 978-0-415-98970-1: US $29.95
FORTHCOMING
Teaching ESL/EFL Reading and Writing I.S.P. Nation, Victoria University of Wellington, New Zealand T eaching ESL/EFL Reading and W riting provides a very practical guide for teachers and teacher trainees to the teaching of the two skills of reading and writing. The focus is strongly hands-on, featuring some easily applied principles, a large number of useful teaching techniques, and guidelines for testing and monitoring, and drawing on research and theory in applied linguistics. This book explicitly describes research-based principles that teachers can apply in designing and presenting courses. The general structure of the book follows the four strands of meaning-focused input, meaning-focused output, language-focused learning, and fluency development. It is aimed at teachers—pre-service as well as trained teachers, and all Certificate, Diploma, Masters and Doctoral courses for teachers of English as a second or foreign language which include a teaching methods component.
—Michele Sabino, University of Houston
“As an individual in a position of leadership within the field of English language teaching in U.S. higher education, I was very stimulated by many of the ideas on leadership, management, and administration.” —James Valentine, University of Southern California.
Leadership in English Language Education presents both theoretical approaches to leadership and practical skills leaders in English language education need to be effective. Discussing practical skills in detail, and providing readers with the opportunity to acquire new skills and apply them in their own contexts, the text is organized around three themes: • The roles and characteristics of leaders • Skills for leading • ELT leadership in practice Leadership theories and approaches from business and industry are applied to and conclusions are drawn for English language teaching in a variety of organizational contexts, including intensive English programs in English-speaking countries, TESOL departments in universities, ESL programs in community colleges, EFL departments in non-English speaking countries, adult education programs, and commercial ELT centers and schools around the world. This is an essential resource for all administrators, teachers, academics, and teacher candidates in English language education. May 2008: 246 eBook:978-1-4106-1769-9 HB: 978-0-8058-6310-9: $125.00 PB: 978-0-8058-6311-6: $34.95
May 2008: 149pp Hb: 978-0-415-98967-1: US $125.00 Pb: 978-0-415-98968-8: US $29.95
To order, call toll-free: 1-800-634-7064 or fax 1-800-278-4724
eBooks available at www.ebookstore.tandf.co.uk
Language & Literacy 2008
Language Diversity/Language and Culture
25
ESL & Applied Linguistics Professional Series Edited by Eli Hinkel FORTHCOMING
Cultures, Contexts, and World Englishes Yamuna Kachru, University of Illinois at UrbanaChampage, US and Larry E. Smith, Christopher, Smith & Associates, LLC, US This volume aims to familiarize readers with the varieties of world Englishes used across cultures and to create awareness of some of the linguistic and socially relevant contexts and functions that have given rise to them. It emphasizes that effective communication among users of different Englishes requires awareness of the varieties in use and their cultural, social, and ideational functions. C ultures, C ontexts and W orld Englishes: • Demonstrates the rich results of integrating theory, methodology and application. • Features critical and detailed discussion of the sociolinguistics of English in the globalized world. • Gives equal emphasis to grammar and pragmatics of variation and to uses of Englishes in spoken and written modes in major English-using regions of the world. Each chapter includes suggestions for further reading, challenging discussion questions, and appropriate research projects designed to enhance the usefulness of this volume in courses such as world Englishes, English in the Global Context, Sociolinguistics, Critical Applied Linguistics, Language Contact and Convergence, Ethnography of Communication, and Crosscultural Communication. April 2008: 240pp eBook: 978-1-4106-1900-6 Hb: 978-0-8058-4732-1: US $125.00 Pb: 978-0-8058-4733-8: US $39.95
NEW
Teaching Chinese, Japanese, and Korean Heritage Language Students
Classroom Interactions as Cross-Cultural Encounters
C urriculum Needs, Materials, and A ssessment
Jasmine C.M. Luk, The University of Hong Kong and Angel M. Y. Lin, Chinese University of Hong Kong
Edited by Kimi Kondo-Brown and James Dean Brown, both at the University of Hawai’i at Manoa, US
C lassroom Interactions as C ross-C ultural Encounters is about native English speakers teaching English as a global language in non-English speaking countries. Through analysis of naturally occurring dialogic encounters, the authors examine the multifaceted ways in which teachers and students utilize diverse communicative resources to construct, display, and negotiate their identities as teachers, learners, and language users, with different pedagogic, institutional, social, and political implications. A range of issues in applied linguistics is addressed, including linguistics imperialism, post-colonial theories, micropolitics of classroom interaction, language and identity, and bilingual classroom practices.
This book contributes to building the research knowledge that language teaching professionals need in developing curriculum for the large population of East Asian heritage students (including Chinese, Japanese, and Korean) in countries like the United States, Canada, and Australia, where speakers of East Asian languages are among the fastest growing populations. Heritage language instruction is currently a hot topic and is becoming a sub-discipline within the fields of foreign language education and applied linguistics. Special instruction for heritage language learners is on the rise, particularly in the U.S. and Canada. Providing theoretical and practical information about heritage-language instruction in terms of curriculum design, learner needs, materials development, and assessment procedures, the goal of this book is not only to promote research about heritage students in East Asian languages but also to improve the teaching of these students in various educational settings and all over the world, especially in English speaking countries. T eaching C hinese, Japanese and Korean Heritage Language Students is intended as a primary text or reference for researchers, educators, and students in the areas of curriculum, pedagogy, and assessment studies related to teaching bilingual and heritage students in general and East Asian heritage students in particular.
Native Speakers in EFL Lesso ns
Each chapter includes Questions for Reflection and Discussion to promote critical thinking and understanding of the issues discussed. Tuning-In discussion questions are provided in the three chapters on classroom data analysis to activate readers’ interpretive schemas before they examine the actual classroom episodes. The rich, naturally occurring classroom data and in-depth analyses provide useful pedagogical materials for courses in EFL teacher education programs on classroom discourse analysis from sociocultural perspectives. August 2006: 264pp eBook: 978-1-4106-1434-6 Hb: 978-0-8058-5083-3: US $69.95 Pb: 978-0-8058-5084-0: US $29.95
August 2007: 368pp eBook: 978-1-4106-1653-1 Hb: 978-0-8058-5877-8: US $80.00 Pb: 978-0-8058-5878-5: US $35.00
S AV E ! — Web orders over $35 receive free shipping in US and Canada
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26
Language Diversity/Language and Culture
Language & Literacy 2008
ESL & Applied Linguistics Professional Series Edited by Eli Hinkel 2nd Editio n
English L2 Reading G etting to the Bo tto m Barbara M. Birch, California State University at Fresno, US English L2 Reading is a comprehensive, mythdebunking examination of how L1 features (orthographic system, phonology, morphology) can influence English L2 reading at the bottom of the reading process. Both theoretical and practical, the book provides a thorough but very accessible linguistic and psycholinguistic examination of the lowest levels of the reading process. The goal is to balance or supplement (not replace) top-down approaches and methodologies with effective low-level options for teaching English reading. The text clearly explains the strategies that readers of other languages develop in response to their own writing systems (Chinese, Japanese, Arabic, Hebrew, other alphabets, or transparent Roman alphabetic systems), contrasted with an explanation of the strategies that English readers develop in response to the opaque orthography of English, and explicates how other low-level processing strategies for L1 morphology and word formation may aid or hinder processing in English L2 reading acquisition. A complete, balanced reading ideology should be big enough to embrace all reading theories and practices. In particular, it should be able to accommodate those researchers and teachers who find that attention to the details of language can also help students learn to read better. Many ESL/EFL teachers are interested in supplementing their successful whole-language methods with bottom-up reading strategies, but aren’t sure how to do it. This book fills that gap. Intended for ESL/EFL reading researchers, teacher trainers and teachers, and as a text for MATESOL students, the chapters contain practical suggestions that teachers can incorporate into whole language methods to teach beginning or intermediate ESL/EFL reading in a more balanced way. Pre-reading discussion and study questions are provided to stimulate interest and enhance comprehension. Endof-chapter exercises help readers apply the concepts. August 2006: 256pp eBook: 978-1-4106-1493-3 Pb: 978-0-8058-5929-4: US $27.50
Dialects, Englishes, Creoles, and Education
Researching Second Language Classrooms
Edited by Shondel J. Nero, New York University, US
Sandra Lee McKay, San Francisco State University, US
“This book is a must-read for educators, counselors, and principals in primary and secondary schools. Teacher colleges should consider making the book required reading.” —PsycC RITIQ UES
This volume brings together a multiplicity of voices—both theoretical and practical—on the complex politics, challenges, and strategies of educating students—in North America and worldwide—who are speakers of diverse or nonstandard varieties of English, creoles, and hybrid varieties of English, such as African American Vernacular English, Caribbean Creole English, Tex Mex, West African Pidgin English, and Indian English, among others. The number of such students is increasing as a result of the spread of English, internal and global migration, and increased educational access. Dialects, Englishes, C reoles, and Education offers: • A sociohistorical perspective on language spread and variation. • Analysis of related issues such as language attitudes, identities, and prescribed versus actual language use. • Practical suggestions for pedagogy. Key points at the beginning of each chapter help focus the reader and provide a framework for reading, writing, reflection, and discussion. Chapterend questions for discussion and reflective writing engage and challenge the ideas presented and encourage a range of approaches in dealing with language diversity. Collectively, the chapters in this volume invite educators, researchers, and students, across the fields of TESOL, applied linguistics, sociolinguistics, English, literacy, and language education, to begin to consider and adopt contextspecific policies and practices that will improve the language development and academic performance of linguistically diverse students. March 2006: 368pp eBook: 978-0-203-92866-0 Hb: 978-0-8058-4658-4: US $99.95 Pb: 978-0-8058-4659-1: US $34.50
“This is a most welcome book in every respect....an excellent resource for teachers in training and practicing teachers.” —Brian Morgan, York University
This text introduces teachers to research methods they can use to examine their own classrooms in order to become more effective teachers. Becoming familiar with classroom-based research methods not only enables teachers to do research in their own classrooms, it also provides a basis for assessing the findings of existing research. McKay emphasizes throughout that what a teacher chooses to examine will dictate which method is most effective. Each chapter includes activities to help readers apply the methods described in the chapter, often by analyzing research data. Researching Second Language C lassrooms is an ideal text for TESOL research methods courses and an essential resource for in-service teachers who wish to undertake classroom research. January 2006: 200pp eBook: 978-1-4106-1737-8 Pb: 978-0-8058-5340-7: US $24.50
Language Minority Students in American Schools A n Educatio n in English H. Douglas Adamson, University of Arizona, US This book places issues of teaching standard English to speakers of nonstandard dialects within the larger context of language acquisition theory and current methods of language teaching. It is intended for students who are preparing to become teachers of English as a second language, and for teachers of other subjects who work with English language learners. February 2005: 488pp eBook: 978-1-4106-1251-9 Hb: 978-0-8058-4496-2: US $99.95 Pb: 978-0-8058-4497-9: US $36.00
To order, call toll-free: 1-800-634-7064 or fax 1-800-278-4724
eBooks available at www.ebookstore.tandf.co.uk
Language & Literacy 2008
Language Diversity/Language and Culture
Media Literacies Four Volume Set
27
NEW
4 Vo lume Set
Vo lume I
Vo lume III
Media Literacies
Media Literacies
Media Literacies
Edited by Margaret Mackey, University of Alberta, Canada
Edited by Margaret Mackey, University of Alberta, Canada
Edited by Margaret Mackey, University of Alberta, Canada
The past century has witnessed an ever-accelerating revolution in the ways by which we communicate with each other, and that revolution is far from complete. Understanding how our literacy skills and behaviors are evolving—how we make use of old technologies and adapt to new ones—and how critical development may be fostered is arguably one of the greatest challenges of the twenty-first century.
Select Table of Contents: Part One: Media Literacies: General Critical Media Literacy: Research, Theory, and Practice in “New Times”. Conclusion: Democratizing Television? The Politics of Participation. What’s “Home” Got to Do with It? Contradictory Dynamics in the Domestication of Technology and the Dislocation of Domesticity. Coach Bombay’s Kids Learn to Write: Children’s Appropriation of Media Material for School Literacy. Part Two: Media Literacies: Listening Record Culture. Do U Produce? Subcultural Capital and Amateur Musicianship in Peer-to-Peer Networks. Contested Codes: The Social Construction of Napster. The Stolen Lipstick of Overheard Song: Composing Voices in Child Song, Verse, and Written Text.
Select Table of Contents: Part Six: Media Literacies: Interacting with Other People Tracing the Everyday “Sitings” of Adolescents on the Internet: A Strategic Adaptation of Ethnography Across Online and Offline Spaces. Intimate Connections: Contextualizing Japanese Youth and Mobile Messaging. ‘Hello newbie! J **big welcome hugs** hope u like it here as much as I do! J“: An Exploration of Teenagers “ Informal Online Learning. Part Seven: Media Literacies: Seeking Information Learning in Digital Libraries: An Information Search Process Approach. Discovered by Chance: The Role of Incidental Information Acquisition in an Ecological Model of Information Use. From Shoebox to Performative Agent: The Computer as Personal Memory Machine. Part Eight: Media Literacies: Reading and Writing in a Context of Multimodality Rhizomorphic Reading: The Emergence of a New Aesthetic in Literature for Youth. Hidden “Treasure”: New Genres, New Media and the Teaching of Writing. Scribbling in the Margins: Fan Readers/Fan Writers.
One of the principal barriers to gaining a comprehensive grasp of how people understand and use contemporary media lies in differential adoption of media technologies. This differential adoption, whether generational, financial, or geographic, has major implications for the development of literacies related to particular media. Official educational practices often lag far behind behaviors “on the ground “, and the ways in which learners develop new strategies for relating to media are as likely to be tacitly acquired through play as explicitly articulated in formal learning processes. It is essential, therefore, to pay careful attention to people’s implicit assumptions about media use as well as to look at what is more explicitly understood. To help make sense of these complexities and the global explosion of interest and research in media and digital education, this four-volume collection, a new title in the Routledge Major Work series, Major T hemes in Education, brings together the best research and theory on issues relating to literacies in both old- and new-media technologies. The volumes in the collection gather both canonical and the finest cutting-edge scholarship on media literacies, exploring media technologies from a variety of perspectives. As well as focusing on the theoretical questions and the practical educational issues arising out of the constantly changing nature of the technological revolution, Media Literacies also examines the behaviors of media users themselves, from their first tacit understandings of how to make sense of a new kind of text to their later articulated and critical responses. This attention to users is reflected in the organization of the volumes. The editor, a leading scholar in the field, has organized the collection under the “verbs “ of media behavior: viewing, listening, game-playing, using the Internet, interacting with other people, information-seeking, and reading and writing in new times. The set also comprises a general introductory section and a final section exploring some of the engines that have driven media change (such as aesthetic developments, corporate priorities, political pressures, and a few select “global accelerators “ of change: sports, religion, and the movement of people across national boundaries).
December 2007: 400pp Hb: 978-0-415-42268-0
Not Sold Separately
Vo lume II
December 2007: 400pp Hb: 978-0-415-42270-3
Media Literacies Edited by Margaret Mackey, University of Alberta, Canada
Not Sold Separately
Select Table of Contents: Part Three: Media Literacies: Viewing Moving Stories: Digital Editing in the Nursery. “God Didn’t Make Yogi Bear”: The Modality of Children’s Television. Television and the Teenage Literate: Discourses of Felicity. Part Four: Media Literacies: Playing Games What Are We Really Looking At?: The Future-Orientation of Video Game Play. Initiation Rites: A Small Boy in a PokeWorld. Semiotic Domains: Is Playing Video Games a “Waste of Time”? Part Five: Media Literacies: Using the Internet Toward a Theory of New Literacies Emerging from the Internet and Other Information and Communication Technologies. The Internet: The Multimedia-accessible Universe and the User. Coming of Age with the Internet: A Qualitative Exploration of How the Internet has become an Integral Part of Young People’s Lives.
Vo lume IV
December 2007: 400pp Hb: 978-0-415-42269-7
Not Sold Separately
Media Literacies Edited by Margaret Mackey, University of Alberta, Canada Select Table of Contents: Part Nine: Media Literacies: Engines of Change Immediacy, Hypermediacy, and Remediation. Console Video Games and Global Corporations: Creating a Hybrid Culture. “Think Globally, Act Locally”: China’s Rendezvous with MTV. The Knowledge Gap: Implications of Leveling the Playing Field for LowIncome and Middle-Income Children. Religion, Media and Identity: Theory and Method in Audience Research on Religion and Media. Diaspora, Cyberspace and Political Imagination: The Eritrean Diaspora Online. Critical Literacy across Continents. The Global Flow of Visual Culture. December 2007: 400pp Hb: 978-0-415-42271-0
Not Sold Separately
Media Literacies is an essential collection and is destined to be valued as a vital research resource by all scholars and students with an interest in the subject. Series: Major Themes in Education December 2007: 234x156: 1600pp Hb: 978-0-415-42267-3: US $1190.00
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28
Language Diversity/Language and Culture
Language & Literacy 2008 FORTHCOMING
Undergraduates in a Second Language C hallenges and C o mplexities o f A cademic Literacy Develo pment Ilona Leki, University of Tennessee, US “Once I started reading, I couldn’t stop...I cannot emphasize too strongly how important (and rare) it is for a professional book to be so very readable, so compelling...The combination of the solid scholarship, the theoretical framework, and vivid depiction of the students’ lives, make this book one that will be read by many and that will be influential.” —Stephanie Vandrick, University of San Francisco
This is the first book-length study of bilingual, international, and immigrant students in English writing courses that attempts to fully embed their writing experiences within the broader frame of their personal histories, the human context of their development, and the disciplinary contexts of their majors. It addresses the questions: How useful are L2 writing courses for the students who are required to take them? What do the students carry with them from these courses to their other disciplinary courses across the curriculum? What happens to these students after they leave ESL, English, or writing classes? Drawing on data from a 5 year longitudinal study of four university students for whom English was not their strongest or primary language, it captures their literacy experiences throughout their undergraduate careers. The intensive case studies answer some questions and raise others about these students’ academic development as it entwined with their social experiences and identity formation and with the ideological context of studying at a U.S. university in the 1990s.
NEW
The Home-School Connection
Heritage Language Education
Flora Rodriguez-Brown, University of Illinois at Chicago, US
A New Field Emerging
Demographic data confirm the steadily increasing numbers of culturally and linguistically diverse students in U.S. public schools today. A pressing need exists for models and programs that effectively serve the educational needs of this population. This book addresses issues related to development, implementation, and effectiveness of a program model that fulfills this need. The FLAME program used as context for the book is a comprehensive, research-based family literacy model designed to address issues of continuity and discontinuity between home and school, and the important role that parents and teachers play in supporting the transition from home to school for all children, but particularly those from culturally and linguistically diverse families. The model is supported by a strong sociocultural framework based on current research on cultural ways of learning and theories of multiliteracies and discourse. Project FLAME is a comprehensive model which includes much more than the sharing of books with children. The home-school connection is seen as a two-way road where parents and teachers learn from each other, in order to make learning relevant for children. The Home-School Connection: • Provides a sociocultural framework for working with culturally and linguistically diverse families. • Highlights the relevance of parents’ knowledge, cultural ways, and discourses in sharing literacy knowledge with their children. • Includes recommendations for developing and implementing family literacy programs with Latino families, and examples and vignettes to illustrate the relevance of the program to any school context with a culturally and linguistically diverse student population. April 2008: 272pp eBook: 978-1-4106-1770-5 Hb: 978-0-8058-5784-9: US $125.00 Pb: 978-0-8058-5785-6: US $39.95 £70.00
£21.99
Edited by Donna Brinton, Soka University of America, US and Olga Kagan and Susan Bauckus, both at University of California at Los Angeles, US “In our multilingual and multicultural society there is an undeniable need to address issues of bilingualism, language maintenance, literacy development, and language policy. The subject of this book is timely...It has potential to make a truly significant contribution to the field.” —MarÌa Cecilia Colombi, University of California at Davis
This volume presents a multidisciplinary perspective on teaching heritage language learners. Contributors from theoretical and applied linguistics, sociolinguistics, psychology, educational policy, and pedagogy specialists explore policy and societal issues, present linguistic case studies, and discuss curricular issues, offering both research and hands-on innovation. Research and curriculum design in heritage language education is just beginning. Heritage language pedagogy, including research associated with the attrition, maintenance, and growth of heritage language proficiency, is rapidly becoming a field in its own right within foreign language education. This book fills a current gap in both theory and pedagogy in this emerging field. It is a significant contribution to the goals of formulating theory, developing informed classroom practices, and creating enlightened programs for students who bring home-language knowledge into the classroom. Heritage Language Education: A New Field Emerging is dedicated to Professor Russell Campbell (1927-2003), who was instrumental in advocating for the creation of the field of heritage language education. December 2007: 392pp eBook: 978-1-4106-1887-0 Hb: 978-0-8058-4803-8: US $125.00
June 2007: 352pp eBook: 978-1-4106-1776-7 Hb: 978-0-8058-5637-8: US $89.95 Pb: 978-0-8058-5638-5: US $32.50
£70.00
£49.95
£19.99
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Language & Literacy 2008 NEW
Language Diversity/Language and Culture NEW
29
NEW
Literacy, Lives and Learning
Culturally Contested Literacies
Problematizing Identity
David Barton, Roz Ivanic, Yvon Appleby, Rachel Hodge and Karin Tusting, all at Lancaster University, UK
A merica’s “Rainbo w Underclass” and Urban Scho o ls
Everyday Struggles in Language, C ulture, and Educatio n
Guofang Li, Michigan State University, US
Demonstrating what it is like to be an adult learner in today’s world, this book focuses on language, literacy and numeracy learning. The authors explore the complex relationship between learning and adults’ lives, following a wide range of individual students in various formal learning situations, from college environments to a young homeless project, and a drug support and aftercare center. The study is rooted in a social practices approach and examines how people’s lives shape their learning. Themes addressed range from: how literacy is learned through participation and how barriers such as violence and ill-health impact on people’s lives. Based on a major research project and detailed, reflexive and collaborative methodology, the book describes a coherent strategy of communication and impact which will have a direct effect on policy and practice.
C ulturally C ontested Literacies is a vivid ethnographic account of the everyday cross-cultural living and schooling experiences of six culturally-diverse families in urban America. Documenting the ways in which these families learn about literacies and their meanings in relation to schools, inner city environments, and other ethnic groups, Guofang Li’s incisive analysis reveals the unique experiences of fractured urban America.
Edited by Angel M. Y. Lin, The Chinese University of Hong Kong
December 2007: 192pp Hb: 978-0-415-42485-1: US $160.00 Pb: 978-0-415-42486-8: US $44.95 £80.00
£24.99
Unlike prior research that fragments various social categories, C ulturally C ontested Literacies explores the rich complexity within each family as they make sense of their daily relations in terms of race, ethnicity, class, and gender. It then juxtaposes the productions of such familial relations across and within cultural groups with the context of the larger socio-political and socioeconomic formations. By presenting a realistic picture of the varying ways that America’s “rainbow underclass” might encounter schooling, Li argues that urban education must be understood in relation to not only the individual’s cultural and familial milieu, but also to the interactive context between the individual and schools. November 2007: 224pp eBook: 978-0-203-93557-6 Hb: 978-0-415-95564-5: US $125.00 Pb: 978-0-415-95565-2: US $32.95 £70.00
£19.99
“The core intellectual issue addressed in this book is how we should make effective critical use of the concept of identity in addressing issues of institutional life, professional and everyday language, and diversity of gender, sexuality, class, and ethnic culture...Given the increasingly pervasive and often uncritical use of notions of identity construction on these subjects, it is of great importance to develop a critical dialogue on these issues in the way which this volume proposes.” —Jay Lemke, University of Michigan
This book argues that identity as a term needs to be problematized, not taken for granted—for both the risks and the potential that the concept offers to educators for understanding issues of social inequality and how social inequality is being reproduced, and for exploring possible alternative ways educators can work with identity de/formation processes to seek to break the social reproduction structures mediated through identity fixing and essentialization. It provides some of the meta-language and theoretical, analytical tools to embark on such a practice of making the familiar strange, problematizing the taken-for-granted, and uncovering the linguistic, discursive, and cultural processes that serve to subordinate some people while privileging others. The chapters are organized around three themes: Identity, Class, and Difference; Gender, Ethnicity, and Education; and Gender, Ethnicity, and Language. The diverse sociocultural contexts in which the data and analyses are situated help to illustrate symbolic struggles and identity politics that are being engaged in by people in different cultures, languages, and societies of the world, offering insights from multidisciplinary, trans-cultural, and trans-local perspectives. By offering a comprehensive integration, clarification and delineation of the different ways identity has been thought about and used in different theoretical traditions, and discussing the implications of different theoretical senses of identity for language educators, this volume will be useful to undergraduate and graduate students, researchers, and educators in sociolinguistics, applied linguistics, discourse analysis, sociology, education, gender studies, and cultural and media studies.
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November 2007: 392pp eBook: 978-1-4106-1810-8 Hb: 978-0-8058-5338-4: US $90.00 Pb: 978-0-8058-5339-1: US $29.95 £75.00
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30
Language Diversity/Language and Culture
Language & Literacy 2008 NEW
NEW
3rd Editio n
Social Linguistics and Literacies Ideo lo gy in Disco urses James Paul Gee, University of Wisconsin-Madison, US In its first edition, Social Linguistics and Literacies was a major contribution to the emerging interdisciplinary field of sociocultural approaches to language and literacy, and was one of the founding texts of the “New Literacy Studies”. This new edition includes much updated and revised material, and discusses some of the criticisms that have been made of the ‘New Literacy Studies’ and how work in this field relates to current debates about reading, literacy and schools. Critically examining digital literacy in the context of popular culture, the book also: • Engages with topics such as orality and literacy, the history of literacy, the nature of discourse analysis and social theories of mind and meaning. • Explores how language functions in a society. • Through the exploration of the notion of “Discourse”, it surveys the current state of the field with specific reference to cross-cultural issues in communities and schools. This book serves as a classic introduction to the study of language, learning and literacy in their social, cultural and political contexts. It shows how contemporary sociocultural approaches to language and literacy emerged. October 2007: 256pp eBook: 978-0-203-94480-6 HB: 978-0-415-42775-3: US $170.00 PB: 978-0-415-42776-0: US $40.95 UK£85.00
UK£22.50
NEW
Black Communications and Learning to Read
Inclusive Pedagogy for English Language Learners
Building o n C hildren’s Linguistic and C ultural Strengths
A Handbo o k o f Research-Info rmed Practices
Terry Meier, Wheelock College, US
Edited by Lorrie Stoops Verplaetse and Naomi Migliacci, both at Southern Connecticut State University, US
This book is about effective literacy instruction for students in grades K-4 who use the language variety that many linguists call African American English, but which, as explained in the Introduction, the author calls Black Communications (BC). Throughout, considerable attention is given to discussing the integral and complex interconnections among African American language, culture, and history, drawing significantly on examples from African American historical and literary sources. Although it is theoretical in its description of the BC system and its discussion of research on language socialization in African American communities, the major focus of this book is pedagogy. Many concrete examples of successful classroom practices are included so that teachers can readily visualize and use the strategies and principles presented. • Part One: What is Black Communications? presents an overview of the BC system, providing a basic introduction to the major components of the language—phonology, grammar, lexicon, and pragmatics, and illustrating how these components work in synchrony to create a coherent whole. • Part Two: Language Socialization in the African American Discourse Community examines existing research on African American children’s language socialization. • Part Three: Using African American Children’s Literature draws connections between strategy instruction and the linguistic and rhetorical abilities discussed in Part Two. Each chapter ends with suggestions for using African American literature to help children develop their speaking and writing abilities. • Part Four: Children Using Language moves from a focus on teaching comprehension strategies to helping BC speakers learn to decode text. This volume is directed to researchers, faculty, and graduate students in the fields of language and literacy education and linguistics, and is well-suited as a text for graduate-level courses in these areas.
In this handbook leading researchers, teacher educators, and expert practitioners speak to current and future educators and educational leaders in understandable language about the research that informs best practices for English language learners integrated into the K-12 public school system. Responding to current state and federal mandates that require educators to link their practices to sound research results, it is designed to help educators to define, select, and defend realistic educational practices that include and serve well their English language learning student populations. A critical and distinctive feature of this volume is its non-technical language that is accessible to general educators who have not been trained in the fields of second-language development and applied linguistics. Each chapter begins with a thorough discussion of the recommended practices, followed by a description of the research that supports these practices. The rigor of reported research is contained, but this research is written in a lay person’s terminology, accompanied by bibliographies for readers who wish to read about the research in technical detail. The volume is structured around four themes: • In the Elementary Classroom • In the Middle and Secondary Classroom • School and Community Collaboration • School and District Reform Inclusive Pedagogy for English Language Learners is intended for current and future educational administrators, all educators who have a keen interest in school reform at the classroom, school, or district level, and staff developers, policy makers, parents and community groups, and anyone interested in the successful education of linguistically and culturally diverse students. September 2007: 472pp eBook: 978-1-4106-1755-2 Hb: 978-0-8058-5719-1: US $135.00 Pb: 978-0-8058-5720-7: US $49.95 £75.00
September 2007: 336pp eBook: 978-1-4106-1829-0 Hb: 978-0-8058-5759-7: US $95.00 Pb: 978-0-8058-5760-3: US $40.00
£27.99
£50.00
£21.99
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Language & Literacy 2008 NEW
Language Diversity/Language and Culture NEW
2nd Editio n
Language, Culture, and Community in Teacher Education
Literacy and Bilingualism
Adult Biliteracy
A Handbo o k fo r A LL Teachers
Edited by María Estela Brisk, Boston College, US
María Estela Brisk, Boston College, US and Margaret M. Harrington, Providence Public Schools, US
So cio cultural and Pro grammatic Respo nses
Published by Law rence Erlbaum A sso ciates/ Taylo r & Francis G ro up fo r the A merican A sso ciatio n o f C o lleges fo r Teacher Educatio n “The particular and muchneeded focus of this volume is language diversity... It takes on this previously un-emphasized and un-studied problem in teacher education, raising thoughtful questions and offering trenchant analyses... Now more than ever, those who are committed to teacher education practice, research, and policy that includes language diversity need to understand and be strategic about the complex circumstances that threaten these agendas. This volume is a big step in the right direction.” —Marilyn Cochran-Smith, From the Foreword
This volume addresses the pressing reality in teacher education that all teachers need to be prepared to work effectively with linguistically and culturally diverse student populations. Every classroom in the country is already, or will soon be, deeply affected by the changing demographics of America’s students. Marilyn Cochran-Smith’s Foreword and Donaldo Macedo’s Introductory Essay set the context with respect to teacher education and student demographics, followed by a series of chapters presented in three sections: knowledge, practice, and policy. The literature on language education has typically been discussed in relation to preparing ESL or bilingual teachers. Typically, needs of culturally and linguistically diverse students, including immigrants, refugees, language minority populations, African Americans, and deaf students, have been addressed separately. This volume emphasizes that these children have both common educational needs and needs that are culturally and linguistically specific. It is directed to the preparation of all teachers who work with culturally and linguistically diverse students. It not only focuses on how teachers need to change but how faculty and curriculum need to be transformed, and how to better train teacher education candidates to understand and work efficaciously with the communities in which culturally and linguistically diverse students tend to be predominant. September 2007: 368pp eBook: 978-1-4106-1867-2 Hb: 978-0-8058-5697-2: US $80.00 Pb: 978-0-8058-5698-9: US $29.95 £45.00
£19.99
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This handbook applies proven techniques, derived from bilingual and bicultural classrooms, to teaching literacy in the twenty-first century. Its goal is to help teachers increase their understanding of bilingual learners in order to maximize instruction. Teachers can use this handbook to expand their understanding of literacy and bilingualism, implement literacy approaches and assess students’ development, and learn through reflection. This book features: • Practical, flexible format and content—Complete and straightforward instructions, illustrated by case studies, allow teachers to use the strategies in this handbook on their own or in teacher-led study groups. • Student-centered focus—All of the approaches share characteristics that help motivate students of varying language abilities to develop literacy. • Field-tested approaches—The approaches have been modified and tested with bilingual students of different ages and language backgrounds in bilingual, ESL, mainstream, special education, and deaf education classes ranging from preschool through high school. Literacy and Bilingualism is intended for a broad audience of teachers in any type of classroom where bilingualism plays a role, and is an excellent text for pre-service and in-service courses that prepare teachers to work with English language learners. August 2006: 296pp eBook: 978-1-4106-1455-1 Pb: 978-0-8058-5506-7: US $27.00 £16.95
2nd Editio n
Bilingual Education Fro m C o mpensato ry To Q uality Scho o ling María Estela Brisk, Boston College, US This book presents research-based guidelines and examples for implementing quality bilingual education. All educators who work or will work with bilingual students—classroom teachers, administrators, and curricula developers—will find the information in this text essential and will appreciate the straightforward approach and easy reading style.
Edited by Klaudia M. Rivera, Long Island University, US and Ana Huerta-Macías, University of Texas at El Paso, US Offering an in-depth view of adult literacy and biliteracy by merging two fields—adult literacy and English as a Second Language—this volume brings to the forefront linguistic, demographic, sociocultural, workforce, familial, academic, and other issues surrounding the development of bilingualism and biliteracy by adults in the U.S. As such, it helps to fill a gap in the research literature on language development among adults which has traditionally placed more emphasis on the development of oral English. Most important, it brings to light issues that are integral to the success of immigrant populations in the U.S.—issues that politicians, policymakers, educators, and employers must place at the top of their agendas as immigration reform is being formulated and implemented. A dult Biliteracy critically analyzes the assumptions that normalize monolingual and mono-literate approaches to adult education and to the teaching of English to immigrants and other language minorities in the U.S. By integrating theoretical principles with their applications, it furthers the discussion of the effects that bilingualism and biliteracy have on adult instruction. Applying research-based theoretical principles to the contexts in which adults learn, work, engage in civic participation, raise their children, and come together in community, this volume sheds light on the multiple ways in which adults use their first and second languages in the diverse sociocultural and educational contexts in which they function and learn in two languages. Highly relevant for researchers, professionals, and students concerned with second-language education, adult education, and applied linguistics, this book will particularly interest those whose work focuses on the education of immigrant and national language minorities. August 2007: 225pp eBook: 978-1-4106-1811-5 Hb: 978-0-8058-5361-2: US $75.00 Pb: 978-0-8058-5362-9: US $29.95 £75.00
£21.99
September 2005: 272pp eBook: 978-1-4106-1566-4 Pb: 978-0-8058-4773-4: US $34.50 £18.99
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32
Language Diversity/Language and Culture
Language & Literacy 2008
Literacy and Globalization
NEW
Developing Reading and Writing in Second-Language Learners
Developing Literacy in SecondLanguage Learners
Lesso ns fro m the Repo rt o f the Natio nal Literacy Panel o n Language-Mino rity C hildren and Y o uth
Repo rt o f the Natio nal Literacy Panel o n Language-Mino rity C hildren and Y o uth
Edited by Diane August, Center for Applied Linguistics, US and Timothy Shanahan, University of Illinois at Chicago, US A C o -Publicatio n o f Ro utledge, the C enter fo r A pplied Linguistics, and The Internatio nal Reading A sso ciatio n This book, a shorter version of Developing Literacy in Second-Language Learners, reports the findings of the National Literacy Panel on Language-Minority Children and Youth. It concisely summarizes what is known from empirical research about the development of literacy in language-minority children and youth, including development, environment, instruction, and assessment. This more accessible version of the full report is intended for teachers, administrators, and researchers and for use in a wide range of teacher preparation courses and in inservice and staff development programs that deal with educating English language learners. August 2007: 336pp eBook: 978-0-203-93760-0 Hb: 978-0-8058-6208-9: US $135.00 Pb: 978-0-8058-6209-6: US $25.00 £75.00
£15.99
Edited by Diane August, Center for Applied Linguistics, US and Timothy Shanahan, University of Illinois at Chicago, US “For people in the field like me, this volume is a must read book.” —Eugene Garcia, Arizona State University
“The book is a blueprint for a long-term research agenda.” —Kenji Hakuta, University of California at Merced
This volume reports the finding of the National Literacy Panel on Language-Minoirty Children and Youth. The formal charge of the panel—a distinguished group of expert researchers in reading, language, bilingualism, research methods, and education—was to identify, assess, and synthesize research on the education of language-minority children and youth with respect to their attainment of literacy. The authors review the state of knowledge on the development of literacy in language-minority children and youth, organized around five specific themes: • Development of Literacy in Second-Language Learners • Cross-linguistic Relationships in Second-Language Learners • Sociocultural Contexts and Literacy Developments • Educating Language-Minority Students: Instruction and Professional Development • Student Assessment The audiences for this volume include researchers interested in the development of literacy in languageminority children and youth as well as those studying literacy more generally, and those concerned with improving the education of this population of students. July 2006: 688pp eBook: 978-1-4106-1423-0 Hb: 978-0-8058-6076-4: US $245.00 Pb: 978-0-8058-6077-1: US $65.00 £149.95
£39.95
Popular Culture and Representations of Literacy Bronwyn Williams, University of Louisville, US and Amy Zenger, American University of Beirut, Lebanon Movies are filled with scenes of people of all ages, sexes, races, and social classes reading and writing in widely varied contexts and purposes. Yet these scenes go largely unnoticed, despite the fact that these images recreate and reinforce pervasive concepts and perceptions of literacy. This book addresses how everyday literacy practices are represented in popular culture, specifically in mainstream, widely-distributed contemporary movies. If we watch films carefully for who reads and writes, in what settings, and for what social goals, we can see a reflection of the dominant functions and perceptions that shape our conceptions of literacy in our culture. Series: Routledge Research in Literacy April 2007: 256pp Hb: 978-0-415-36095-1: US $120.00 £65.00
Reading and W riting in Times o f So cial and C ultural C hange Uta Papen, Lancaster University, UK Using literacy practices in the newly independent postapartheid Namibia as a lens through which to examine the effects of globalization, this broad case study looks at issues surrounding tourism, state control and the new forces of consumerism. By placing literacy at the centre of an investigation into social and cultural change as experienced by individuals, Uta Papen shows that in times of change, reading and writing are always implicated in structures of power and inequality. The book considers language practices that can exclude some members of Namibian society and also looks at the strategies used by local people to accommodate and even embrace the onward march of global English and the influx of foreign visitors, practices and modes of commerce and interaction. Series: Routledge Research in Literacy September 2006: 224pp eBook: 978-0-203-01608-4 Hb: 978-0-415-36504-8: US $145.00 £80.00
Cultural Practices of Literacy C ase Studies o f Language, Literacy, So cial Practice, and Po w er Edited by Victoria Purcell-Gates, University of British Columbia, Canada This volume presents case studies of literacy practices as shaped by culture, language, community, and power. Covering a range of contexts and exploring a number of relevant dimensions in the evolving picture of literacy as situated, multiple, and social, the studies are grouped around four overarching themes: • Language, Literacy, and Hegemony • The Immigrant Experience: Language, Literacies, and Identities • Literacies In- and Out-of-School and On the Borders • New Pedagogies for New Literacies. It is now generally recognized that literacy is multiple and woven within the sociocultural lives of communities, but what is not yet fully understood is how it is multiple—how this multiplicity plays out across and within differing sociocultural contexts. Such understanding is critical for crafting school literacy practices in response to the different literacy sets brought to school by different learners. Toward this end it is necessary to know what those sets are composed of. Each of the case studies contributes to building this knowledge in new and interesting ways. As a whole the book provides a rich and complex portrait of literacy-in-use. C ultural Practices of Literacy is intended for researchers, students, professionals across the field of literacy studies and schooling. March 2007: 256pp eBook: 978-1-4106-1791-0 Hb: 978-0-8058-5491-6: US $69.95 Pb: 978-0-8058-5492-3: US $27.50 £75.00
£19.99
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Language & Literacy 2008
Language Diversity/Language and Culture
2nd Editio n
Teenagers, Literacy and School
Dialects in Schools and Communities Carolyn Temple Adger and Donna Christian, both at the Center for Applied Linguistics, US and Walt Wolfram, North Carolina State University, US “There are still widespread myths and negative attitudes about dialect variations in student language. This second edition of an already classic text can help all students become confidently bidialectal but only if all teachers, coaches, and professional developers— across the curriculum— take its conceptual message to heart, and take its beautifully-designed exercises into all classrooms and workshops.” —Courtney Cazden, Harvard University
“This is a terrific book for both pre-service and inservice teacher education. The authors clearly illustrate dialect differences at all linguistic levels, from pronunciation to grammar to vocabulary, and they also analyze the linguistic and cultural implications of these diffferences for teaching and assessing speaking, reading, and writing in English. They deserve kudos for making dialect differences so interesting and accessible!” —Marcia Farr, Ohio State University
This book describes dialect differences in American English and their impact on education and everyday life. It explores some of the major issues that confront educational practitioners and suggests what practitioners can do to recognize students’ language abilities, support their language development, and expand their knowledge about dialects.In this edition the authors reconsider and expand their discussion of many of the issues addressed in the first edition and in other of their earlier works, taking into account especially the research on dialects and publications for audiences beyond linguistics that have appeared since the first edition. This edition is offered as an updated report on the state of language variation and education in the United States.
Language, Identity, and Stereotype Among Southeast Asian American Youth The O ther A sian Angela Reyes, Hunter College, CUNY, US “...truly outstanding work...Its significance goes beyond its status as a pathbreaking study of a major (yet still understudied) U.S. ethnic category.” —Mary Bucholtz, University of California at Santa Barbara
“Reyes spans an impressive breadth and depth of literature to formulate a coherent portrait of the interstices between language, identity, and circulating racializing discourses of what constitutes ‘Asianness’.” —Norma Gonzalez, University of Utah
This book—an ethnographic and discourse analytic study of an after-school video-making project for 1.5and second-generation Southeast Asian American teenagers—explores the relationship among stereotype, identity, and ethnicity that emerge in this informal educational setting. In this study of the ways in which teens draw on and play with circulating stereotypes of the self and the other, Reyes uniquely illustrates how individuals can reappropriate stereotypes of their ethnic group as a resource to position themselves and others in interactionally meaningful ways, to accomplish new social actions, and to assign new meanings of stereotypes. This is an important book for academics and students in sociolinguistics, linguistic anthropology, discourse analysis, and applied linguistics with an interest in issues of youth, race and ethnicity, and educational settings, and will also be of interest to readers in the fields of education, Asian American studies, social psychology, and sociology. August 2006: 192pp eBook: 978-1-4106-1451-3 Hb: 978-0-8058-5539-5: US $69.95 £42.95
This volume is intended for teacher interns and practicing teachers in elementary and secondary schools, early childhood specialists, specialists in reading and writing, speech and language pathologists, special education teachers, and students in various language specialties.
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Researching in Multilingual C o ntexts Ken Cruickshank, University of Sydney, Australia This unique and timely book follows the experiences of four Arabic teenagers, their families and their community, focusing on the role of literacy in their daily lives and the differences between home and school. The author looks at the conflict between expectations and practices at school and in the home, arguing that problems are inevitable where class and cultural differences exist. Emerging themes include: • How literacy practices in the community are undergoing rapid change due to global developments in technology. • How the patterns of written and spoken language in English and Arabic in the home are linked with social practices in logical and coherent ways. • How many of the family practices that differ from school culture and language become marginalized. Built around these insightful case studies yet grounded in theory, this book is of immediate relevance to teachers working in multicultural contexts and students and lecturers in language and literacy or on TESOL courses. August 2006: 272pp eBook: 978-0-203-01543-8 Hb: 978-0-415-36432-4: US $150.00 £75.00
Literacy and Advocacy in Adolescent Family, Gang, School, and Juvenile Court Communities C rip 4 Life Debra Smith, Northeastern State University, US and Kathryn F. Whitmore, University of Iowa, US The goal of this book is to encourage educators and researchers to understand the complexities of adolescent gang members’ lives in order to rethink their assumptions about these students in school. Audiences for this book include education researchers, professionals, and students in the areas of middle and high school education, at-risk adolescent psychology, and alternative community programs—specifically those interested in literacy education, sociocultural theory, and popular culture. November 2005: 232pp eBook: 978-1-4106-1743-9 Hb: 978-0-8058-5598-2: US $69.95 Pb: 978-0-8058-5599-9: US $27.50 £42.95
£15.50
January 2007: 40pp eBook: 978-1-4106-1618-0 Hb: 978-0-8058-4315-6: US $79.95 Pb: 978-0-8058-4316-3: US $32.50 £75.00
£19.99
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34
Language Diversity/Language and Culture
Learning, Teaching, and Community C o ntributio ns o f Situated and Participato ry A ppro aches to Educatio nal Inno vatio n Edited by Lucinda Pease-Alvarez, University of California at Santa Cruz, US and Sandra R. Schecter, York University, Canada This volume brings together established and new scholarly voices to explore how participatory and situated approaches to learning can contribute to educational innovation. Collectively, these essays complicate notions of community, alerting readers to ways in which community can be constructed other than in geographical and ethnoracial terms—as alliances and collaborations of individuals joining together to accomplish or negotiate shared agendas. This book is a compelling and timely text ideally suited for courses focused on teacher education and development, informal learning, equity and education, multilingual and multicultural education, language and culture, educational foundations, and school reform and educational restructuring, and will be equally of interest to faculty, researchers, and professionals in these areas. July 2005: 208pp eBook: 978-1-4106-1319-6 Hb: 978-0-8058-4867-0: US $89.95 Pb: 978-0-8058-4868-7: US $34.50 £55.50
£21.50
Language, Literacy, and Power in Schooling Edited by Teresa L. McCarty, Arizona State University, US This book 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 dual focus on language and literacy with criticalethnographic accounts of identity and schooling speaks to a growing constituency of scholars and practitioners concerned with the role of literacy and discourse in alternatively affirming or negating knowledge, power, and identity, both within and outside of schools.
Language & Literacy 2008
Portraits of Literacy Across Families, Communities, and Schools Intersectio ns and Tensio ns Edited by Jim Anderson, Maureen Kendrick, Theresa Rogers and Suzanne Smythe, all at the University of British Columbia, Canada Designed to stimulate debate and critical thinking and to draw readers’ attention to the ideological nature of literacy education across a broad range of literacy contexts, this book crosses traditional boundaries between the study of family, community, and school literacies to offer a unique global perspective on multiple literacies, from theory to case studies of various settings. These examples suggest ways that literacy practices should be created by simultaneously shaping relationships and identity, and by privileging particular literacy practices in particular situations. The dialogue within the book among chapter authors writing across traditionally distinct fields highlights the interconnections among diverse literacy sites and stimulates the pursuit of a more integrated and interdisciplinary approach to literacy education. The critical and dialogic approach serves to challenge and extend many conventional notions surrounding literacy education in communities, schools, and families. March 2005: 288pp eBook: 978-1-4106-1283-0 Hb: 978-0-8058-4859-5: US $125.00 Pb: 978-0-8058-4860-1: US $49.95 £76.50
£27.95
Handbook of Research in Second Language Teaching and Learning Edited by Eli Hinkel, Seattle University, US This landmark volume provides a broad-based, stateof-the-art overview of current knowledge and research into second language teaching and learning. It is intended for researchers, practitioners, graduate students, and faculty in teacher education and applied linguistics programs, teachers, teacher trainers, teacher trainees, curriculum and material developers, and all other professionals in the field of second language teaching and learning. September 2004: 1176pp eBook: 978-1-4106-1270-0 Hb: 978-0-8058-4180-0: US $275.00 Pb: 978-0-8058-4181-7: US $99.95 £159.50
£61.50
Situated Language and Learning
Language Education Policy and Politics NEW
Language and Minority Rights Ethnicity, Natio nalism and the Po litics o f Language Stephen May, University of Waikato, New Zealand “This is a masterful book—perhaps the most comprehensive, nuanced, and detailed treatment of minority language rights on an international scale in recent years. Clear, balanced, cogently argued, and remarkable in its depth and scope, [this book] represents a major contribution to both scholarship and practice in the field.” —Teresa McCarty, Arizona State University
In this provocative and ground-breaking book, Stephen May argues for a non-essentialist understanding of language rights, while at the same time outlining why language rights, particularly for minority groups, are defensible and important, both academically and politically. May argues that the causes of many of the language-based conflicts in the world today lie with the nation-state and its preoccupation with establishing a ‘common’ language and culture via mass education. The solution, he suggests, is to rethink nation-states in more culturally and linguistically plural ways while avoiding, at the same time, essentializing the languageidentity link. Language and Minority Rights—a benchmark volume in the field of language rights and language policy—is an outstanding interdisciplinary analysis which draws together debates on language from widely different academic fields, including the sociology of language, ethnicity and nationalism, sociolinguistics, social and political theory, education, history and law, illustrating these debates via a wealth of different national contexts and examples. It is essential reading for students, teachers and researchers in the sociology of language, sociolinguistics, applied linguistics, language policy and planning, sociology, politics, and education. December 2007: 398pp eBook: 978-1-4106-1766-8 Pb: 978-0-415-96489-0: US $54.95 £29.99
A C ritique o f Traditio nal Scho o ling James Paul Gee, University of Wisconsin-Madison, US January 2005: 114pp eBook: 978-0-203-59421-6 Hb: 978-0-415-31777-1: US $115.00 Pb: 978-0-415-31776-4: US $39.95 £65.00
£18.99
April 2005: 352pp eBook: 978-1-4106-1354-7 Hb: 978-0-8058-4646-1: US $110.00 Pb: 978-0-8058-4647-8: US $39.95 £61.50
£21.50
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Language & Literacy 2008
The Literacy Game The Sto ry o f The Natio nal Literacy Strategy
Language Diversity/Language and Culture
Literacy Crises and Reading Policies Janet Soler and Roger Openshaw, both at The Open University, UK
Containing invaluable insights from the original director of the National Literary Strategy (NLS) and its director of training, this book provides the only systematic exploration of the reform program. A vital introduction and critical appraisal for practitioners and students, T he Literacy G ame examines the origins, evolution and impact of the NLS, and provides a fully comprehensive contribution to the teaching of literacy and the management of educational change. This illuminating text:
This widely researched comparative study addresses the critical issue of literacy crises around the world and questions their wider sociological and educational impact. The recurring literacy crises in England and English speaking countries such as the US and New Zealand are linked to wider issues of educational standards, concepts of teacher professionalism, debates over curriculum content and the whole purpose of schooling, in order for us to obtain a deeper understanding of specific national contexts and the political pressures involved.
July 2007: 224pp eBook: 978-0-203-94491-2 Hb: 978-0-415-41700-6: US $135.00 Pb: 978-0-415-41701-3: US $33.95 £75.00
Language Education Policy and Politics
35
Adult Literacy and Learning
C hildren Still C an’t Read!
John Stannard, National Literacy Project, UK and Laura Huxford, University of Oxford, UK
• Sets out the political background and context to literacy education in England over a decade from 1996 to 2006. • Explains and appraises the rationale and design underpinning the NLS, thereby rebutting some of the folk-lore that has built up around it. • Provides an example of the principles and practices of large-scale system change. • Links the NLS to wider global research on system change and educational reform. • Evaluates the contribution of the NLS in advancing knowledge of the literacy curriculum in English and the development of pedagogy as a whole. • Considers the impact and consequences of the NLS on standards of literacy. T he Literacy G ame is an enlightening book which will appeal to all policy makers and academics who are keen to know what did and did not work in the NLS and why.
䡲
The authors’ comparative approach enables them to uniquely demonstrate how literacy crises in one country can actually stimulate and shape literacy crises in another, as well as illustrating that these crises frequently share common features across time and geographical boundaries. Rather than championing any one best method of teaching reading, central questions are addressed and discussed, which will make this ground-breaking book essential reading for policy makers, teachers and students in literacy and education studies. January 2006: 232pp eBook: 978-0-203-42247-2 Hb: 978-0-415-33676-5: US $155.00 £90.00
Marketing Fear in America’s Public Schools The Real W ar o n Literacy
NEW
Adult Education Teachers Designing C ritical Literacy Practices Rebecca Rogers, University of Missouri at St. Louis, US and Mary Ann Kramer, St. Louis Public School System, US This book examines the literacy practices of exemplary adult education teachers working within critical literacy frameworks. It provides an in-depth look at the complexity of adult literacy education through the lenses of these teachers. An understanding of this complexity helps teachers design literacy practices in classrooms on a daily basis. This is an important book for there is considerable pedagogical and political attention focused on adult literacy education at this time. As the field of adult education continues to grapple with issues of teacher professionalization and certification, it adds a much needed teacher perspective. Appropriate as a text for adult education courses, this volume will also appeal to esearchers, teacher educators, practitioners, and graduate students across the field of literacy education. September 2007: 280pp eBook: 978-1-4106-1637-1 Hb: 978-0-8058-6242-3: US $135.00 Pb: 978-0-8058-6243-0: US $44.95 £75.00
Edited by Leslie Poynor, University of Connecticut, US and Paula Wolfe, University of Wisconsin-Madison, US
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December 2004: 288pp eBook: 978-1-4106-1198-7 Hb: 978-0-8058-4703-1: US $75.00 Pb: 978-0-8058-4704-8: US $29.95 £39.95
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36
Language Education Policy and Politics
䡲
Adult Literacy and Learning
Language & Literacy 2008
Review of Adult Learning and Literacy, Volume 7
Review of Adult Learning and Literacy, Volume 6
Toward Defining and Improving Quality in Adult Basic Education
C o nnecting Research, Po licy, and Practice
C o nnecting Research, Po licy, and Practice: A Pro ject o f the Natio nal C enter fo r the Study o f A dult Learning and Literacy
Issues and C hallenges
Edited by John Comings and Cristine Smith, both at the National Center for the Study of Adult Learning and Literacy, US and Barbara Garner, World Education and National Center for the Study of Adult Literacy, US A pro ject o f the Natio nal C enter fo r the Study o f A dult Learning and Literacy Review of A dult Learning and Literacy, V olume 7, is the newest volume in a series of annual publications that address major issues, the latest research, and the best practices in the field of adult literacy and learning. Each Review opens with an overview of significant recent developments in the field of adult literacy followed by a set of chapters presenting in-depth reviews of research and best practices on topics of high interest to the field, and concludes with a Resources section. Chapter topics in V olume 7: • Persistence: Helping Adult Students Reach Their Goals • Achieving Adult Education Program Quality • Research on Professional Development and Teacher Change • Opportunities, Transitions, and Risks: Perspectives on Adult Literacy and Numeracy Development in Australia • Assistive Technology and Adult Literacy • Individualized Group Instruction • Health Literacy • Adult Basic Education in South Africa • Annotated Bibliography on Workplace Education T he Review of A dult Learning and Literacy serves as the journal of record for the field and is an essential resource for all stakeholders who need to know what research can reveal about how best to serve adult learners. March 2007: 280pp eBook: 978-1-4106-1523-7 Hb: 978-0-8058-6164-8: US $89.95 Pb: 978-0-8058-6165-5: US $34.50 £75.00
£19.99
Edited by John Comings and Cristine Smith, both at the National Center for the Study of Adult Learning and Literacy, US and Barbara Garner, World Education and National Center for the Study of Adult Literacy, US A pro ject o f the Natio nal C enter fo r the Study o f A dult Learning and Literacy September 2005: 320pp eBook: 978-1-4106-1733-0 Hb: 978-0-8058-5459-6: US $110.00 Pb: 978-0-8058-5460-2: US $37.50 £61.50
£19.95
Review of Adult Learning and Literacy, Volume 5 C o nnecting Research, Po licy, and Practice: A Pro ject o f the Natio nal C enter fo r the Study o f A dult Learning and Literacy Edited by John Comings and Cristine Smith, both at the National Center for the Study of Adult Learning and Literacy, US and Barbara Garner, World Education and National Center for the Study of Adult Literacy, US A pro ject o f the Natio nal C enter fo r the Study o f A dult Learning and Literacy January 2005: 216pp eBook: 978-1-4106-1265-6 Hb: 978-0-8058-5139-7: US $69.95 Pb: 978-0-8058-5140-3: US $27.50 £36.95
£16.95
Edited by Alisa Belzer, Rutgers University, US This volume revisits, problematizes, and expands the meaning of quality in the context of adult basic education. Covering a wide range of relevant topics, it includes contributors from the realms of both policy and practice and encompasses both the major instructional areas— reading, writing, and mathematics—as well as larger issues of literacy, learning, and adulthood. Each chapter focuses on what improving quality in the field might look like through the particular lens of the author’s work. As a whole, the broad scope of topics and ideas addressed will raise the level of discussion, knowledge, and practice regarding quality in adult basic education. The volume is organized around three themes: • Accountability, Standards, and the Use of Documentation and Research • Program Structures and Instruction • Rethinking Our Assumptions and Concepts. Coming at a time of increasing pressure to standardize, to be accountable, and to improve outcomes, and when calls for evidence-based practice are fueling stakeholders’ interest in the relationship between research and practice at all levels of the system, T oward Defining and Improving Q uality in A dult Basic Education is particularly timely for scholars, graduate students, and professionals in the field of adult basic education. Series: Rutgers Invitational Symposium on Education January 2007: 344pp eBook: 978-1-4106-1553-4 Hb: 978-0-8058-5545-6: US $89.95 £55.50
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Language & Literacy 2008
Adult Literacy and Learning
Title and Series Index
Fluency in Reading...................................................................................8
1001 Brilliant Writing Ideas.............................................................10
G/H/I
Title Index
37
Linking Reading Assessment to Instruction ...............................16 Literacies (series)...................................................................................20 Literacies Across Media .....................................................................23
Generation 1.5 in College Composition......................................23
A/B/C
Genes, Environment, and the Development of Reading Skills .........................................................................................9
Adult Biliteracy........................................................................................31
Global Englishes and Transcultural Flows ..................................23
Adult Education Teachers .................................................................35
Global Linguistic Flows ........................................................................23
Advocacy Research in Literacy Education ....................................6
Grassroots Literacies ............................................................................20
Basics of Essay Writing, The ............................................................14
Handbook of Orthography and Literacy .......................................8
Beyond Grammar .................................................................................22
Handbook of Reading Research, Volume III ................................9
Bilingual Education ...............................................................................31
Handbook of Research in Second Language Teaching and Learning .......................................................................................34
Black Communications and Learning to Read ........................30
䡲
Literacy .........................................................................................................1 Literacy and Advocacy in Adolescent Family, Gang, School, and Juvenile Court Communities ................................33 Literacy and Bilingualism ...................................................................31 Literacy and Gender ............................................................................20 Literacy and Globalization ................................................................32 Literacy Crises and Reading Policies ............................................35 Literacy Game, The ..............................................................................35 Literacy in the New Media Age .....................................................20 Literacy Instruction in the Content Areas ...................................16
Challenging the Classroom Standard Through Museum-based Education ...........................................................10
Handbook of Research on New Literacies ..................................2
Literacy Teaching (series)..........................................................15, 16
Handbook of Research on Reading Comprehension ..............1
Literacy, Lives and Learning .............................................................29
Children’s Books for Grown-Up Teachers ..................................12
Literate Classroom, The .....................................................................15
Children’s Reading Comprehension and Assessment .............8
Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts, Volume II ......................2
Classroom Interactions as Cross-Cultural Encounters ..........25
Handbook of Research on Writing ..................................................4
Conflicting Paradigms in Adult Literacy Education ................36
Heritage Language Education ........................................................28
Connections Between Language and Reading Disabilities, The.....................................................................................9
High School Students’ Competing Social Worlds ......................5
Content Area Reading and Learning ...........................................10
Home-School Connection, The........................................................28
Creating Critical Classrooms ............................................................12
Improving Learning (series)...............................................................14
Critical Issues in Early Literacy...........................................................7
Improving Literacy by Teaching Morphemes ...........................14
Critical Literacy and Urban Youth .................................................22
Improving Practice (TLRP) (series) ................................................13
Critical Perspectives on Harry Potter ...........................................21
Methods of Research on Teaching the English Language Arts .......................................................................................2
Improving Primary Literacy ...............................................................13
Cultural Practices of Literacy ...........................................................32
Multicultural Issues and Literacy Achievement .......................15
Inclusive Pedagogy for English Language Learners................30
Culturally Contested Literacies........................................................29
Multimedia and Literacy Development ......................................17
Interactive Literacy Education .........................................................18
Cultures, Contexts, and World Englishes ...................................25
Multimodal Pedagogies in Diverse Classrooms.......................17
Interdisciplinary Language Arts and Science Instruction in Elementary Classrooms ............................................................12
NCTE-LEA Research (series)..............................................................5
D/E/F Defying Convention, Inventing the Future in Literary Research and Practice.......................................................................1
Hiphop Literacies ..................................................................................20
International English in its Sociolinguistic Contexts ...............24
Major Themes in Education (series) ............................................27 Marketing Fear in America’s Public Schools .............................35 Mastering Assessment........................................................................14 Media Literacies ....................................................................................27 Metacognition in Literacy Learning..................................................1
Ourselves......................................................................................................7
International Handbook of Literacy and Technology............19 Interpreting Texts ..................................................................................15
P/Q/R Path of Speech Technologies in Computer Assisted Language Learning, The ................................................................17
Developing Literacy in Second-Language Learners ...............32 Developing Reading and Writing in Second-Language Learners ................................................................................................32
M/N/O
J/K/L
Pierre Bourdieu and Literacy Education ........................................3
Language and Linguistics in Context ...........................................16
Play and Literacy in Early Childhood...............................................6
Language and Minority Rights ........................................................34
Popular Culture and Representations of Literacy...................32
Language Exploration and Awareness .......................................14 Language in the Schools .......................................................................9
Portraits of Literacy Across Families, Communities, and Schools..........................................................................................34
Language Minority Students in American Schools .................26
Primary English Encyclopedia, The ..................................................2
Language, Culture, and Community in Teacher Education .....31
Principled Practices for Adolescent Literacy.................................8
Language, Culture, and Teaching (series)..................................22
Problematizing Identity .......................................................................29
Language, Identity, and Stereotype Among Southeast Asian American Youth ....................................................................33
Race, Rhetoric, and Technology.........................................................5
Language, Literacy, and Power in Schooling .............................34
Reading and Teaching ........................................................................14
Language, Literacy, and the African American Experience......22
Reading Comprehension Research and Testing in the U.S. ....3
Leadership in English Language Education ..............................24
Reading Comprehension Strategies.................................................6
Learner Autonomy and CALL Environments ............................17
Reading Hebrew ......................................................................................8
Learning to Read Across Languages ...............................................3
Ready to Read and Write in the Early Years ..........................15
Errors and Intelligence in Computer-Assisted Language Learning.................................................................................................18
Learning, Teaching, and Community............................................34
Really Useful Literacy Book, The....................................................10
Libr@ries....................................................................................................19
Really Useful (series) ...........................................................................10
ESL and Applied Linguistics Professional (series)...24, 25, 26
Linguistic Diversity and Teaching ...................................................14
Reconceptualizing the Literacies in Adolescents’ Lives ...........7
ESL Literacy Instruction ......................................................................20
Linguistics, Neurology, and Politics of Phonics, The ..................9
Dialects in Schools and Communities..........................................33 Dialects, Englishes, Creoles, and Education..............................26 Digital Pencil, The .................................................................................18 Dimensions of Literacy .......................................................................16 Discourse Analysis and the Study of Classroom Language and Literacy Events ......................................................9 Doing Academic Writing in Education ........................................16 Effective Practice for Adolescents with Reading and Literacy Challenges.................................................................11 E-literature for Children ......................................................................19 English 3-11 ............................................................................................13 English L2 Reading ...............................................................................26 English-Only Instruction and Immigrant Students in Secondary Schools ............................................................................21
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Reading and Learning Difficulties ..................................................16
Visit the Routledge website at www.routledge.com/education
38
Title Index
Language & Literacy 2008
Author Index
Reflective Teaching and the Social Conditions of Schooling (series) ...................................................................................................14
Toward Defining and Improving Quality in Adult Basic Education .............................................................................................36
Reframing Sociocultural Research on Literacy ............................7
Transforming Teaching (series).......................................................11
Reinventing Curriculum..........................................................................9
Tried and Tested (series)...................................................................15
Research Process in Classroom Discourse Analysis, The .......4
Undergraduates in a Second Language .....................................28
Researching Second Language Classrooms ..............................26
Understanding Literacy Development............................................8
Review of Adult Learning and Literacy, Volume 5 .................36
Understanding Spelling .......................................................................13
Adamson, H. Douglas ......................................................................26
Review of Adult Learning and Literacy, Volume 6 .................36
Using Literacy to Develop Thinking Skills with Children aged 5 -7 .............................................................................................15
Adger, Carolyn Temple...................................................................33
Using Literacy to Develop Thinking Skills with Children Aged 7-11 ............................................................................................15
Albright, James.........................................................................................3
Review of Adult Learning and Literacy, Volume 7 .................36 Routledge A Level English Guides (series).................................15 Routledge Applied Linguistics (series) ............................................1
A/B/C Aaron, P. G. ..............................................................................................8
Akerson, Valarie L. .............................................................................12 Alim, H. Sammy...................................................................................23
Routledge Research in Literacy (series)..............................32, 33
Alsup, Janet................................................................................................5
Routledge Studies in Computer Assisted Language Learning (series)........................................................................17, 18
W/X/Y/Z
Alvermann, Donna E. ..........................................................................7
Ways into Literature ............................................................................15
RoutledgeFalmer Reader in Language and Literacy, The.........9
Anders, Patricia L...........................................................................1, 16
With Literacy and Justice for All .....................................................22
RoutledgeFalmer Readers in Education (series)........................9
Anderson, Jim........................................................................................34
Women and Literacy .............................................................................5
Rutgers Invitational Symposium on Education (series) ........36
Andrews, Jane.......................................................................................13
Word Wheels..........................................................................................15
Andrews, Larry.....................................................................................14
Work of Language in Multicultural Classrooms, The............22
Appelbaum, Peter ..............................................................................12
Writing Across Distances and Disciplines ..................................19
Appleby, Yvon......................................................................................29
S/T/U/V Scientific Realism in Studies of Reading ........................................4
Appleman, Deborah .........................................................................13
Situated Language and Learning ...................................................34
Au, Kathryn H.......................................................................................15
Social Linguistics and Literacies ......................................................30
August, Diane........................................................................................32
Spelling .......................................................................................................16
Ballard, Kim.............................................................................................15
Studies in Curriculum Theory (series)...........................................12
Banks, Adam J. .........................................................................................5
Synthesis of Research on Second Language Writing in English: 1985-2005, A ..................................................................21
Barr, Rebecca...........................................................................................9
Talking Texts ..............................................................................................6
Bauckus, Susan......................................................................................28
Teacher Identity Discourses ................................................................5
Bauserman, Kathryn L. ........................................................................1
Teacher’s Grammar Book, The .......................................................16
Bazerman, Charles ................................................................................4
Teaching and Evaluating Writing in the Age of Computers and High-Stakes Testing .......................................18
Beach, Richard.................................................................................5, 13
Teaching and Learning in Science (series).................................12 Teaching and Learning Vocabulary..................................................9 Teaching Authentic Language Arts in a Test-Driven Era ....11 Teaching Children’s Literature............................................................9 Teaching Chinese, Japanese, and Korean Heritage Language Students ..........................................................................25
Barton, David ........................................................................................29
Beard, Adrian ........................................................................................15 Belzer, Alisa ............................................................................................36 Birch, Barbara M. .................................................................................26 Block, Cathy Collins..............................................................................1 Blommaert, Jan .....................................................................................20 Bloome, David ...................................................................................5, 9
Teaching English, Language and Literacy ..................................11
Bokhorst-Heng, Wendy..................................................................24
Teaching ESL/EFL Listening and Speaking ................................24
Boyd, Fenice B.........................................................................................8
Teaching ESL/EFL Reading and Writing .....................................24
Breznitz, Zvia............................................................................................8
Teaching Language and Literature in Elementary Classrooms...........................................................................................16
Brinton, Donna.....................................................................................28
Teaching Literature to Adolescents...............................................13
Brock, Cynthia H.................................................................................10
Teaching Reading to Every Child ...................................................10
Brown, James Dean...........................................................................25
Teaching the Dimensions of Literacy ...........................................16
Brozo, William G. ..................................................................................8
Teaching Word Meanings .................................................................15
Bruce, Bertram C................................................................................19
Teaching/Learning Social Justice (series) ....................................21
Bruna, Katherine Richardson ........................................................22
Technology and English Studies......................................................19
Bryant, Peter..........................................................................................14
Technology, Literacy, and the Evolution of Society ................19
Bus, Adriana G. ....................................................................................17
Technology-Mediated Learning Environments for Young English Learners ..................................................................18
Carter, Stephanie Power...................................................................9
Teenagers, Literacy and School ......................................................33
Cherland, Meredith Rogers..............................................................6
Telling Stories to Change the World.............................................21
Christian, Beth Morton.......................................................................9
To order, call toll-free: 1-800-634-7064
or fax 1-800-278-4724
Brisk, María Estela ...............................................................................31
Catts, Hugh W........................................................................................9
eBooks available at www.ebookstore.tandf.co.uk
Language & Literacy 2008
Author Index
39
Christian, Donna .................................................................................33
Heift, Trude............................................................................................18
Lewis, Cynthia..........................................................................................7
Christie, James F. ....................................................................................6
Heilman, Elizabeth..............................................................................21
Lewison, Mitzi .......................................................................................12
Christison, MaryAnn..........................................................................24
Helps, Alicia............................................................................................15
Li, Guofang..............................................................................................29
Clark, Kathryn........................................................................................15
Hewett, Beth L.....................................................................................19
Lin, Angel.........................................................................................25, 29
Coiro, Julie .................................................................................................2
Hiebert, Elfrieda H. ...............................................................................9
Lobeck, Anne...........................................................................................9
Cole, Kim Marie......................................................................................4
Hinchman, Kathleen A. .................................................................7, 8
Lovat, Chira............................................................................................10
Cole, Michael.........................................................................................19
Hinkel, Eli ........................................................................24, 25, 26, 34
Luk, Jasmine C.M.................................................................................25
Comings, John.......................................................................................36
Hodge, Rachel ......................................................................................29
Luke, Allan .................................................................................................3
Commins, Nancy L. ...........................................................................14
Holland, Melissa ...................................................................................17
Lupart, Judy Lee......................................................................................8
Conway, Paul.........................................................................................18
Homan, Susan P. .................................................................................16
Luria, Harriet..........................................................................................16
Costigan, Arthur T. ............................................................................11
Horowitz, Rosalind ...............................................................................6
Cousins, Jacquie ...................................................................................15
Huerta-Macías, Ana ...........................................................................31
Cruickshank, Ken.................................................................................33
Hughes, Martin .....................................................................................13
Cumming, Alister ................................................................................21
Huxford, Laura .....................................................................................35 Hynds, Susan .........................................................................................13
D/E/F Daniell, Beth .............................................................................................5 Demetrion, George...........................................................................36 Denham, Kristin ......................................................................................9 Denti, Lou ...............................................................................................11 Duffy, Gerald G. .....................................................................................1
Ibrahim, Awad ......................................................................................23 Iley, Paula .................................................................................................15 Inman, James A.....................................................................................19 Irani, Kayhan...........................................................................................21 Israel, Susan E...........................................................................................1 Ivanic, Roz ...............................................................................................29
Duncan, Diane.........................................................................................9
M/N/O Mackey, Margaret .......................................................................23, 27 Mallett, Margaret....................................................................................2 Manning, Maryann ..............................................................................14 Martens, Prisca ........................................................................................7 Martin, Tony ..........................................................................................10 May, Stephen.........................................................................................34 McCarty, Teresa L..............................................................................34 McKay, Sandra .............................................................................24, 26 McKenna, Michael C. ........................................................................19 McKeough, Anne ...................................................................................8
Edelsky, Carole.....................................................................................22
J/K/L
McNamara, Danielle S. .......................................................................6
Enciso, Patricia E.....................................................................................7
Jensen, Julie................................................................................................2
Meier, Terry ...........................................................................................30
Farnan, Nancy .......................................................................................10
Johnson, David......................................................................................13
Meyer, Richard J...................................................................................14
Feiler, Anthony.....................................................................................13
Jolliffe, Wendy.......................................................................................13
Migliacci, Naomi...................................................................................30
Fisher, Douglas .....................................................................................10
Jones, Russell..........................................................................................11
Miller, Sharon K....................................................................................16
Fisher, F. Pete ........................................................................................17
Joshi, R. Malatesha .................................................................................8
Miramontes, Ofelia B........................................................................14
Flood, James .....................................................................................2, 10
Kachru, Yamuna...................................................................................25
Moje, Elizabeth Birr...............................................................................7
Flurkey, Alan .............................................................................................4
Kagan, Olga.............................................................................................28
Moore, David W..............................................................................7, 8
Fox, Madeline........................................................................................21
Kamhi, Alan G..........................................................................................9
Morrell, Ernest ......................................................................................22
Kamil, Michael L......................................................................................9
Mortensen, Peter...................................................................................5
Kapitzke, Cushla...................................................................................19
Mosenthal, Peter B................................................................................9
Keiko, Koda ...............................................................................................3
Moss, Gemma.......................................................................................20
Kendrick, Maureen .............................................................................34
Murray, Denise.....................................................................................24
Kieffer, Ronald D.................................................................................19
Nagy, William E. ..................................................................................15
Kinnucan-Welsch, Kathryn................................................................1
Nation, I.S.P............................................................................................24
Kinzer, Charles K. ................................................................................18
Neff, Joyce...............................................................................................19
Knobel, Michele ......................................................................................2
Nero, Shondel J. ..................................................................................26
Kondo-Brown, Kimi ...........................................................................25
Neuman, Susan B................................................................................17
Kramer, Mary Ann..............................................................................35
Newton, Jonathan ..............................................................................24
Kress, Gunther......................................................................................20
Nieto, Sonia ...........................................................................................22
Kucer, Stephen B.................................................................................16
Nunes, Terezinha................................................................................14
Labbo, Linda D.....................................................................................19
Olson, David R.....................................................................................19
Laidlaw, Linda...........................................................................................9
Openshaw, Roger...............................................................................35
Lankshear, Colin .....................................................................................2
O’Sullivan, Olivia..................................................................................13
Lapp, Diane.......................................................................................2, 10
Otto, Sheila ...............................................................................................9
G/H/I Garner, Barbara ...................................................................................36 Gee, James Paul...........................................................................30, 34 Glenn, Angela........................................................................................15 Gomez, Kimberley..............................................................................22 Goodman, Kenneth..............................................................................4 Goodman, Yetta M. .............................................................................7 Goodwin, Prue.....................................................................................15 Grainger, Teresa.....................................................................................9 Greenhough, Pamela ........................................................................13 Grove, Nicola........................................................................................15 Guerin, Gilbert .....................................................................................11 Gunderson, Lee...........................................................................20, 21 Guzzetti, Barbara J..............................................................................16 Harklau, Linda .......................................................................................23 Harmon, Mary R..................................................................................22 Harper, Helen..........................................................................................6 Harrington, Margaret M. .................................................................31 Harste, Jerome .....................................................................................12 Heath, Shirley Brice ..............................................................................2
Lefstein, Adam.........................................................................................1 Lei, Jing ......................................................................................................18 Leki, Ilona.........................................................................................21, 28 Leland, Christine..................................................................................12 Leu, Donald J............................................................................................2
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P/Q/R Papen, Uta ..............................................................................................32 Paris, Scott G............................................................................................8 Parker, L. Leann ...................................................................................18
Visit the Routledge website at www.routledge.com/education
40
Author Index
Language & Literacy 2008
Parks, Daryl L. ..........................................................................................5
Stannard, John.......................................................................................35
Paulson, Eric..............................................................................................4
Stein, Pippa.............................................................................................17
Pearson, P. David...................................................................................9
Strauss, Steven L. ...................................................................................9
Pease-Alvarez, Lucinda ....................................................................34
Street, Brian ..............................................................................................1
Pennycook, Alistair.............................................................................23
Sturtevant, Elizabeth G.......................................................................8
Petrill, Stephen A...................................................................................9
Thein, Amanda Haertling ..................................................................5
Phelps, Stephen F. .................................................................................7
Thomas, Anne ......................................................................................13
Phillips, Linda M. .....................................................................................8
Timmons, Vianne...................................................................................8
Popham, W. James.............................................................................14
Tusting, Karin.........................................................................................29
Popp, Marcia S......................................................................................16
Unsworth, Len......................................................................................19
Powell, Rebecca...................................................................................22
Verhoeven, Ludo ................................................................................18
Poynor, Leslie........................................................................................35
Verplaetse, Lorrie Stoops ..............................................................30
Pumpian, Ian...........................................................................................10 Purcell-Gates, Victoria......................................................................32 Purnell, Glynis........................................................................................10 Reinking, David.....................................................................................19 Reyes, Angela........................................................................................33 Richards, Janet C. ................................................................................16 Richardson, Elaine...............................................................................20 Rivera, Klaudia M.................................................................................31 Roberge, Mark......................................................................................23 Rodriguez-Brown, Flora ..................................................................28 Roen, Duane ............................................................................................5 Rogers, Rebecca ..................................................................................35 Rogers, Theresa...................................................................................34 Roskos, Kathleen A...............................................................................6
W/X/Y/Z Wachowiak, Susan .............................................................................10 Waff, Diane R..........................................................................................7 Warburton, Nigel ...............................................................................14 Waugh, David.......................................................................................13 Westwood, Peter...............................................................................16 Whithaus, Carl .............................................................................18, 19 Whitmore, Kathryn F........................................................................33 Wilhelm, Jeffrey....................................................................................13 Williams, Bronwyn .............................................................................32 Williams, James D...............................................................................16 Willis, Arlette I. ..................................................................................3, 5 Wilson, Marilyn J..................................................................................22 Wolfe, Paula...........................................................................................35
S/T/U/V
Wolfram, Walt .....................................................................................33
Scanlan, Mary.........................................................................................13
Wyse, Dominic ....................................................................................11
Schecter, Sandra R. ............................................................................34
Yee, Wan Ching..................................................................................13
Schulze, Mathias...................................................................................18
Zehler, Annette......................................................................................3
Schwienhorst, Klaus ...........................................................................17
Zenger, Amy..........................................................................................32
Seymour, Deborah M. .....................................................................16
Zhao, Yong.............................................................................................18
Shanahan, Timothy.............................................................................32
Zuengler, Jane..........................................................................................4
Shaw, Ron ...............................................................................................10 Shearer Mariotti, Arleen .................................................................16 Shimron, Joseph......................................................................................8 Shuart-Faris, Nora .................................................................................9 Siegal, Meryl ...........................................................................................23 Silva, Cecilia............................................................................................16 Silva, Tony...............................................................................................21 Smith, Cristine.......................................................................................36 Smith, Debra .........................................................................................33 Smith, Frank ..............................................................................................7 Smith, Larry E........................................................................................25 Smoke, Trudy........................................................................................16 Smythe, Suzanne .................................................................................34 Soler, Janet..............................................................................................35 Solinger, Rickie......................................................................................21 Spears-Bunton, Linda A...................................................................22 Squire, James R. ......................................................................................2 Stahl, Steven A................................................................................8, 15
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