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100   $a20011026d2003      uy             0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt
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200 00$aMulticultural issues in literacy research and practice$b[electronic resource] /$fedited by Arlette Ingram Willis ... [et al.]
210   $aMahwah, N.J. $cL. Erlbaum Associates$d2003
215   $a1 online resource (297 p.)
300   $aDescription based upon print version of record.
311   $a0-8058-3241-6 
311   $a0-8058-3240-8 
320   $aIncludes bibliographical references and index.
327   $aBook Cover; Title; Copyright; Contents; Preface; INTRODUCTION: Giving Voice to Multicultural Literacy Research and Practice; 1 Finding Esmerelda's Shoes: A Case Study of a Young Bilingual Child's Responses to Literature; 2 Examining Children's Biliteracy in the Classroom; 3 Headwoman's Blues: Small Group Reading and the Interactions of Culture, Gender, and Ability; 4 Fostering Collaboration Between Home and School Through Curriculum Development: Perspectives of Three Appalachian Children; 5 Telling the People's Stories: Literacy Practices and Processes in a Navajo Community School
327   $a6 Multicultural Views of Literacy Learning and Teaching7 Spanish in Latino Picture Storybooks in English: Its Use and Textual Effects; 8 From the Mountain to the Mesa: Scaffolding Preservice Teachers' Knowledge About the Cultural Contexts of Literacy; 9 English as a Second Language, Literacy Development in Mainstream Classrooms: Application of a Model for Effective Practice; 10 Assessing and Assisting Performance of Diverse Learners: A View of Responsive Teaching in Action; 11 The Implementation of a Multicultural Literacy Program in Fourth- and Fifth-Grade Classrooms
327   $a12 Pitfalls and Potential: Multicultural Literature and Teacher Study GroupsAfterword; Author Index; Subject Index
330   $aThis volume brings together researchers and participants from diverse groups, reflecting the different ways in which the field of multicultural literacies has been interpreted. A common theme across the chapters is attention to the ways in which elements of difference--race, ethnicity, gender, class, and language--create dynamic tensions that influence students' literacy experiences and achievement. The hope of the editors is that readers will build on the experiences and findings presented so that the field of multicultural literacies will have a greater impact of literacy research, policy, a
606   $aLiteracy$xSocial aspects$zUnited States
606   $aMulticultural education$zUnited States
615  0$aLiteracy$xSocial aspects
615  0$aMulticultural education
676   $a370.117
701   $aWillis$b Arlette Ingram$01531126
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801  1$bMiAaPQ
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906   $aBOOK
912   $a9910780030503321
996   $aMulticultural issues in literacy research and practice$93776552
997   $aUNINA