Preparing Globally Minded Literacy Teachers: Knowledge, Practices, and Case Studies

Cover
Half Title
Title Page
Copyright Page
Dedication
Table of Contents
List of Illustrations
Foreword by James Hoffman
List of Contributors
1. Introduction: A Global Perspective to Literacy Teaching and Learning
	Literacy Rates
	Critical Sociocultural Theory
	Literacy around the World
	How to Read This Book
	Chapter Outline: Chapters 1–11
	Case Study: Chapters 12–16
	Acknowledgements
	References
PART I: Early Literacy
	2. Reading Recovery: Transcending Global Boundaries
		Summary of the Chapter
		Historical, Cultural, and Political Context
		Historical and Philosophical Underpinnings
		Immigration and Literacy Learning
		Language Learning
		Theory and Research Base
		Implications for Future Research
		Recommendations for Globally Minded Literacy Teachers
		Discussion Questions and Application
		Conclusion
		References
	3. Early Literacy in Australia: Teaching Teachers to Grow Children’s Global Mindedness Through Multimodal Text Production
		Summary of Chapter
		Historical, Cultural, and Political Context
		Theory and Research Base
		Implications for Future Research
		Recommendations for Globally Minded Literacy Teachers
		Discussion Questions and Application
		References
	4. A Bridge over Troubled Waters: Safe Cross-Cultural Passages with Global Children’s Literature
		Summary of Chapter
		Historical, Cultural, and Political Context
		Theory and Research Base
		Implications for Future Research
		Recommendations for Globally Minded Literacy Teachers
		Identifying Children’s Literature with Global Perspectives
		Sharing Global Perspectives Through Text Sets
		Concluding Remarks
		Discussion Questions and Applications
		References
		Children’s Literature Cited
	5. Digital Literacies in the UK: Creating, Navigating, and Curating Content
		Summary of Chapter
		Introduction
		Theory and Research Base
		Inspirational Practice
		Implications for Future Research
		Discussion Questions and Application
		References
	6. Improving Early Grade Literacy: Implementation of Mother Tongue Instruction Policy in Kenya
		Summary of Chapter
		Historical, Cultural, and Political Context
		Language as a Cultural and Political Medium
		Language of Instruction Policy and Early Grade Literacy in Kenya
		Implications for Research
		Discussion Questions and Application
		Conclusion
		References
PART II: Intermediate to Adolescent Literacy
	7. Critical Literacy in South Africa: Tracking the Chameleon
		Summary of Chapter
		Historical, Cultural and Political Context
		Theory and Research Base
		Implications for Future Research
		Discussion Questions and Application
		Acknowledgements
		Notes
		References
	8. Becoming a Proficient Reader in Taiwan
		Summary of Chapter
		Education in Taiwan
		Language Environment
		Learning Chinese
		Roles of Phonological and Morphological Awareness in Reading Chinese
		Reading Chinese
		Teaching Chinese
		Apart from Teaching
		Conclusion
		Implication for Future Research
		Recommendation for Globally Minded Literacy Teachers
		Discussion Questions Application
		Note
		References
	9. Becoming a Proficient Writer in New Zealand’s Primary Schools
		Summary of Chapter
		Historical, Cultural and Political Context
		Historical and Philosophical Underpinnings: Key Approaches to the Teaching of Writing
		Theory and Research Base: ASummary of Writing-Focussed Research in New Zealand 2000–2018
		Applying the Research to the Classroom
		Recommendations for Globally Minded Teachers
		Future Directions
		Discussion Questions and Application
		References
	10. Visible Learning for Adolescents in the USA
		Summary of Chapter
		Historical, Cultural, and Political Context
		Implications for Future Research
		Recommendations for Globally Minded Literacy Teachers
		Discussion Questions and Application
		References
	11. Digital Literacies in Canada
		Summary of Chapter
		Historical, Cultural, and Political Context
		Digital Literacy as Transformative
		Theory and Research Base
		Teaching and Learning in the Digitally Mediated Classroom
		Implications for Future Research
		Recommendations for Global-Minded Literacy Teachers
		Discussion Questions and Application
		Note
		References
Part III: Case Studies
	12. Teaching to Read in English using Annotations in a High-Stakes Testing Context: A Case of Korean High School Students
		Whole Group Lesson
		Small Group Work
		Individual Work
		Assessment
		Discussion Questions and Application
		References
	13. Teaching Language, Literacy, and Content in a Mexico City Third Grade Classroom: A Case Study
		Interactive Read Aloud: Large-Group Introduction
		Shared and Independent Reading
		Guided Reading
		Whole Group Reading Time Wrap Up
		Literacy Instruction that Effectively Supports All Students
		Teaching Language and Literacy through Meaningful Content
		Providing a Variety of Instructional Structures for Reading
		Using Students’ Home Languages as a Resource
		Discussion Questions and Application
		References
	14. Mensajes de los abuelitos: Multimodal Zapotec Literacy Development via the Assertion of Local Ontologies and Community-Based Xkialnana (Knowledge) in Oaxaca, Mexico: A Case Study
		Introduction
		Case Study
		Conclusion
		Discussion Questions and Application
		References
	15. Literacy Learning in the UAE: A Case for Exploration: NorthStar International School, United Arab Emirates
		Cultural Context
		Stating the Problem
		Reaching and Teaching Students
		Student-led Structures and Activities
		Implementing a Literacy Teaching Toolkit and a Student Literacy Toolbox
		Implementing Teaching Roles, Strategies and Approaches
		Concluding Thoughts
		Discussion Questions and Application
		References
	16. Literacy Learning in Spain
		Vocabulary Instruction in Contextualized and Decontextualized Settings
		Supporting Vocabulary Development with Picture Books
		Concluding Thoughts
		Discussion Questions
		References
		Web
		Picture Books Cited
Index