9780872074668

In many of today's schools, literacy is treated as an autonomous skill assumed to be learned in the same way by all students. Oftentimes, learning is treated as separate from other aspects of children's lives, and issues of class, identity, access, race, and social relationships are ignored. However, in Breaking the Silence, you will enter classrooms in which teachers capitalize on students' interests and cultural knowledge as they invite them to use literacy in personal and purposeful ways.

About the Editor	p. vii
Contributors	p. ix
Preface	p. XI
Introduction: Sociocultural Considerations for Students and Classrooms: The Case of Alicia Rodriguez	p. 1
Considerations for Sociocultural Teaching
New Literacy Studies: Literacy Learning Through a Sociocultural Lens	p. 13
"Decontextualized Language" and the Problem of School Failure	p. 24
"O Say, Do You See?": Using Critical Race Theory to Inform English Language Arts Instruction	p. 34
"First, Do No Harm": A Cautionary Consideration of Classroom Research From a Sociocultural Perspective	p. 49
Cultural-Historical Approaches to Literacy Teaching and Learning	p. 60
Working With Diverse Students and Families
Unpacking the Science Fair: Sociocultural Approaches to Teaching English-Language Learners	p. 81
Posing, Enacting, and Solving Local Problems in a Second-Grade Classroom: Critical Literacy and Multimodality in Action	p. 92
This Is How We Do It: Helping Teachers Understand Culturally Relevant Pedagogy in Diverse Classrooms	p. 109
Diverse Families, Welcoming Schools: Creating Partnerships That Support Learning	p. 125
Basketball, Rap, and SmackDown: Popular Culture and Literacy Learning	p. 141
Conclusion	p. 151
Index	p. 154
Table of Contents provided by Ingram. All Rights Reserved.

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Breaking the Silence : Recognizing the Social and Cultural Resources Students Bring to the Classroom

Breaking the Silence : Recognizing the Social and Cultural Resources Students Bring to the Classroom

0872074668

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