Multilingual Learners and Academic Literacies

Multilingual Learners and Academic Literacies : Sociocultural Contexts of Literacy Development in Adolescents

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Description

Shifting the discourse from a focus on academic language to the more dynamic but less researched construct of academic literacies, this volume addresses three key questions:


* What constitutes academic literacy?


* What does academic literacy development in adolescent multilingual students look like and how can this development be assessed?


* What classroom contexts foster the development of academic literacies in multilingual adolescents?


The contributing authors provide divergent definitions of academic literacies and use dissimilar theoretical and methodological approaches to study literacy development. Nevertheless, all chapters reflect a shared conceptual framework for examining academic literacies as situated, overlapping, meaning-making practices. This framework foregrounds students' participation in valued disciplinary literacy practices. Emphasized in the new college and career readiness standards, the notion of disciplinary practices allows the contributing authors to bridge the language/content dichotomy, and take a more holistic as well as nuanced view of the demands that multilingual students face in general education classrooms. The volume also explores the implications of the emphasis on academic literacy practices for classroom instruction, research, and policy.
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Product details

  • Hardback | 320 pages
  • 152 x 230 x 24mm | 599.99g
  • ROUTLEDGE
  • London, United Kingdom
  • English
  • 10 Tables, black and white; 37 Illustrations, black and white
  • 1138846473
  • 9781138846470

Table of contents

Preface


Chapter 1. Introduction


Daniella Molle


Part I. Academic literacies: A rationale and exploration of the construct


Chapter 2. Academic language and academic literacies: Mapping a relationship


Daniella Molle


Chapter 3. In more than one tongue: Academic literacies at work as living texts


Marylin Low


Chapter 4. Adolescent development and everyday language practices: Implications for the academic literacy of multilingual learners


Alison Bailey, Marjorie Faulstich Orellana


Chapter 5. A sociocultural approach to academic literacy in mathematics for adolescent English learners: Integrating mathematical proficiency, practices, and discourse


Judit Moschkovich


Chapter 6. Translingual literacies in a social media age: Lessons learned from youth's transnational communication online


Jose Ramon Lizarraga, Glynda Hull, John Scott


Part II. Academic literacy development: Contexts and practices


Chapter 7. Bilingualism-as-participation: Examining adolescents' bi(multi)lingual literacies across out-of-school and online contexts


Mariana Pacheco


Chapter 8. Academic literacy development: A ten-year case study of an aspiring writer


Cathy Compton-Lilly


Chapter 9. Inquire to acquire: A discourse analysis of bilingual students' development of science literacy


Laura Wright


Chapter 10. Schooling begins before adolescence: The case of Manuel and limited opportunities to learn


Kathy Escamilla


Part III. Implications of an academic literacies approach to learning


Chapter 11. The use of assessment in support of the development of adolescents' academic literacies


Margaret Heritage


Chapter 12. Building teacher knowledge of academic literacy and language acquisition: A framework for teachers' cross-disciplinary professional learning


Mary Avalos, Margarita Zisselsberger, Jennifer Langer-Osuna, Walter Secada


Chapter 13. Establishing a foundation for academic literacy: The role of standards


Edynn Sato


Chapter 14. Literacy development in academic contexts for adolescent English language learners: Policy considerations and future research


Timothy Boals, Kenji Hakuta, Alissa Blair



List of Contributors
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About Daniella Molle

Daniella Molle is a Professional Development Researcher at WIDA, Wisconsin Center for Education Research, University of Wisconsin-Madison, USA.


Edynn Sato is a Principal Research Scientist in the Research and Innovation Network's Next Generation Learning and Assessment Center at Pearson, USA.


Timothy Boals is a Senior Research Scientist at WIDA, Wisconsin Center for Education Research, University of Wisconsin-Madison, USA.


Carol A. Hedgspeth is a Research Associate at WestEd, USA.
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