In this seminal volume leading language and literacy scholars clearly articulate and explicate major social perspectives and approaches in the fields of language and literacy studies. Each approach draws on distinct bodies of literature and traditions and uses distinct identifiers, labels, and constellations of concepts; each has been taken up across diverse global contexts and is used as rationale and guide for the design of research and of educational policies and practices. Authors discuss the genesis and historical trajectory of the approach with which they are associated; offer their unique perspectives, rationales, and engagements; and investigate implications for understanding language and literacy use in and out of schools. The premise of the book is that understanding concepts, perspectives, and approaches requires knowing the context in which they were created, the rationale or purpose in creating them, and how they have been taken up and applied in communities of practice. Accessible yet theoretically rich, this volume is indispensible for researchers, students, and professionals across the fields of language and literacy studies.

"Story Frames for Teaching Literacy provides a dynamic, engaging approach to help students understand, analyze, and create stories, in order to master literacy skills"--

This established text--now revised and updated--reveals how spoken language skills are acquired and how they affect children’s later reading and writing achievement. With a unique focus on the needs of educators, the book examines the foundations of language in the developing brain. It explores the relationship of language processes to core literacy skills and probes the impact of motivational and sociocultural factors on children’s learning. Implications of developmental knowledge for classroom instruction are highlighted, and effective practices reviewed. Revealing vignettes, clear explanations of research, and lists of “main ideas” enhance the text’s accessibility for preservice teachers. New to This Edition *Chapter on emergent literacy and the predictors of reading success. *Incorporates the latest research, including findings from key longitudinal studies. *Increased attention to English learners, low-income children, and children with disabilities. *Updated and expanded topics, including usage-based theories of language acquisition, morphological knowledge in vocabulary and comprehension, phonological processing skills, and writing development.

Bringing together theory, research, and practice to dismantle Anti-Black Linguistic Racism and white linguistic supremacy, this book provides ethnographic snapshots of how Black students navigate and negotiate their linguistic and racial identities across multiple contexts. By highlighting the counterstories of Black students, Baker-Bell demonstrates how traditional approaches to language education do not account for the emotional harm, internalized linguistic racism, or consequences these approaches have on Black students' sense of self and identity. This book presents Anti-Black Linguistic Racism as a framework that explicitly names and richly captures the linguistic violence, persecution, dehumanization, and marginalization Black Language-speakers endure when using their language in schools and in everyday life. To move toward Black linguistic liberation, Baker-Bell introduces a new way forward through Antiracist Black Language Pedagogy, a pedagogical approach that intentionally and unapologetically centers the linguistic, cultural, racial, intellectual, and self-confidence needs of Black students. This volume captures what Antiracist Black Language Pedagogy looks like in classrooms while simultaneously illustrating how theory, research, and practice can operate in tandem in pursuit of linguistic and racial justice. A crucial resource for educators, researchers, professors, and graduate students in language and literacy education, writing studies, sociology of education, sociolinguistics, and critical pedagogy, this book features a range of multimodal examples and practices through instructional maps, charts, artwork, and stories that reflect the urgent need for antiracist language pedagogies in our current social and political climate.

The fast pace of technology in this day and age has made it difficult for individuals to stay informed without becoming lost in the folds of an information overload. Methods used to narrow down information are becoming just as important as providing the information to be discovered. The Handbook of Research on Multidisciplinary Approaches to Literacy in the Digital Age is a pivotal reference source that provides vital research on the significance of being literate in the age of speed and technology. While highlighting topics such as e-advertising, mobile computing, and visual culture, this publication explores the major issues society has in the information age and the methods of innovative achievements of public or private institutions. This book is ideally designed for researchers, academicians, teachers, and business managers seeking current research on a variety of social sciences in terms of the digital age.

This book has been replaced by Language and Literacy Development, Second Edition, ISBN 978-1-4625-4004-4.

The field of languages and literacies education is undergoing rapid transformation. Scholarship that draws upon feminist, post-colonial, new material and posthuman ontologies is transcending disciplinary boundaries and disrupting traditional binaries between human and nonhuman, the natural and the cultural, the material and the discursive. In Transforming Language and Literacy Education, editors Kelleen Toohey, Suzanne Smythe, Diane Dagenais and Magali Forte bring together accessible, conceptually rich stories from internationally diverse authors to guide new practices, new conversations and new thinking among scholars and educators at the forefront of languages and literacies learning. The book addresses these concepts for diverse groups of learners including young children, youth and adults in formal educational and community-based settings. Challenging and disruptive, this is a unique and important contribution to language and literacy education.