Using a multiliteracies theoretical framework highlighting social diversity and multimodality as central in the process of meaning making, this book examines literacy teaching and learning as embedded in cultural, linguistic, racial, sexual, and gendered contexts and explores ways to foster learning and achievement for diverse students in various settings. Attending simultaneously to topics around two overarching and interrelated themesalanguages and language variations, and cultures, ethnicities, and identitiesathe chapter authors examine the roles that multiliteracies play in studentsa lives in and out of classrooms. In Part I, readers are asked to examine beliefs and dispositions as related to different languages, language varieties, cultures, ethnicities, and identities. Part II engages readers in examining classroom and community practices related to different languages and language varieties, cultures, ethnicities, and identities.It wasJanuary, and all ofmy ESL [English asa Second Language] studentsa#39; homeroom fourthgrade teachers were having ... however, we have attempted to teaseout and highlighteach ofthese lessons separately in three sections below.
|Title||:||Social Diversity within Multiliteracies|
|Author||:||Fenice B. Boyd, Cynthia H. Brock|
|Publisher||:||Routledge - 2014-12-05|