Sociocultural Contexts of Language and Literacy

Contents......Page 8
Preface......Page 12
PART I: THEORETICAL PERSPECTIVES ON LANGUAGE AND LITERACY......Page 18
1 Literacy, Diversity, and Programmatic Responses......Page 20
A Sociocultural Theory of Literacy......Page 21
Cultural and Linguistic Diversity in the United States......Page 23
Programs for Linguistically Diverse Students......Page 30
Summary......Page 36
Suggested Readings......Page 37
References......Page 38
2 Language, Literacy, and Biliteracy......Page 42
Sociocultural Perspectives to Literacy......Page 43
Research on Literacy and Biliteracy......Page 53
Summary......Page 63
Suggested Readings......Page 64
References......Page 65
Emergent Writing......Page 74
Writing Systems......Page 79
Language Discourse Differences......Page 84
Learning a Second System of Writing......Page 85
Implications for the Classroom......Page 87
Activities......Page 89
References......Page 90
PART II: LANGUAGE AND LITERACY ACQUISITION IN DIVERSE COMMUNITIES......Page 94
4 Language and Literacy in American Indian and Alaska Native Communities......Page 96
The Sociohistorical Context of American Indian/Alaska Native Education......Page 98
Language and Culture Diversity Among Indigenous Communities Today......Page 101
Linking Home, Community, and School......Page 110
Learning the School Language and the School Ways: The Literacy Continuum in Practice......Page 113
Reading and Writing in the Heritage Language and English......Page 117
Summary......Page 121
Activities......Page 122
Suggested Readings......Page 123
References......Page 124
5 Language, Culture, and Literacy in Puerto Rican Communities......Page 128
The Sociocultural Conditions of Puerto Ricans in the United States......Page 130
The Culture of Schools and Classrooms......Page 140
Summary......Page 147
Activities......Page 148
References......Page 149
6 Language and Literacy in Vietnamese American Communities......Page 154
The Vietnamese Migration to the United States: Historical, Demographic, Social, Economic, Emotional, and Educational Data......Page 155
Different Ethnic and Language Groups From Southeast Asia......Page 160
Elements of the Vietnamese Language......Page 162
The Cultural Context of Language Learning......Page 172
Perception of Education by Vietnamese Parents and Students......Page 181
Summary......Page 189
Activities......Page 191
References......Page 192
7 Language and Literacy in Chinese American Communities......Page 196
Diversity and Commonality Within the Chinese American Community......Page 197
Selected Orthographic Effect of Chinese Language on Academic Development......Page 206
A Sociocultural Perspective of the Home–Community–School-Based Learning Environment of Inner-City Chinese American Students......Page 212
Summary......Page 218
Suggested Readings......Page 219
References......Page 220
8 Literacy and Instruction in African American Communities: Shall We Overcome?......Page 224
Language and Literacy From a Historical Perspective......Page 226
Literacy and Oracy......Page 236
Literacy, Instruction, and Social Stratification......Page 242
Literacy Instruction: Social Reconstruction and Guiding Principles......Page 249
Activities......Page 256
References......Page 257
9 Emergent Spanish Writing of a Second Grader in a Whole-Language Classroom......Page 264
Literacy Studies in Mexican American Communities......Page 265
The Context of Schooling for Spanish-Speaking Students......Page 267
Case-Study Research......Page 268
Plan of the Case Study......Page 269
Text Features of Writing Samples......Page 273
Cognitive and Social Strategies......Page 282
Summary......Page 286
Activities......Page 287
References......Page 288
PART III: LITERACY DEVELOPMENT IN MULTILINGUAL, MULTICULTURAL CLASSROOMS......Page 292
10 Making Decisions About Literacy Instructional Practices......Page 294
Constructing the Context of Literacy......Page 295
Approaches to Literacy Instruction......Page 305
Literacy Curriculum Standards......Page 311
Activities......Page 317
References......Page 318
11 Creating a Classroom Community for Literacy......Page 326
Meeting the Needs of Individual Students and Diversity in the Classroom......Page 327
Literacy as Collaboration......Page 330
The Teacher's Role in Biliteracy......Page 336
Creating a Multicultural Classroom Community......Page 346
Capitalizing on Students' Languages to Create a Multilevel Literate Community......Page 350
Summary......Page 351
Suggested Readings......Page 352
References......Page 353
12 Literacy, Curriculum, and Language Diversity......Page 356
Developing a Literacy Curriculum......Page 357
Literacy Assessment......Page 377
Suggested Data or Evidence for Starting a Portfolio System......Page 383
Summary......Page 385
References......Page 386
Children's Literature Cited......Page 387
About the Authors......Page 394
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A......Page 408
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