Many tens of thousands of preservice and inservice teachers have relied on this highly regarded text from leading experts, now in a revised and updated sixth edition. The latest knowledge about literacy teaching and learning is distilled into flexible strategies for helping all PreK–12 learners succeed. The book addresses major components of literacy, the needs of specific populations, motivation, assessment, approaches to organizing instruction, and more. Each chapter features bulleted previews of key points; reviews of the research evidence; recommendations for best practices in action, including examples from exemplary classrooms; and engagement activities that help teachers apply the knowledge and strategies they have learned. New to This Edition *Incorporates the latest research findings and instructional practices. *Chapters on new topics: developmental word study and the physiological, emotional, and behavioral foundations of literacy learning. *Chapters offering fresh, expanded perspectives on writing and vocabulary. *Increased attention to timely issues: classroom learning communities, teaching English learners, and the use of digital tools and multimodal texts.

Offers a detailed examination of theories about literacy developed by different academic disciplines and proposes an "ideological" model of literacy. Looks at contemporary literacy practices in the third world and Britain and, in particular, the literacy campaigns conducted by UNESCO.

The rise of New Literacy Studies and the shift from studying reading and writing as a technical process to examining situated literacies—what people do with literacy in particular social situations—has focused attention toward understanding the connections between reading and writing practices and the broader social goals and cultural practices these literacy practices help to shape. This collection brings together situated research studies of literacy across a range of specific contexts, covering everyday, educational, and workplace domains. Its contribution is to provide, through an empirical framework, a larger cumulative understanding of literacy across diverse contexts.

Compiled for use in the Open University MA course E825. The 15 articles sample the ideas over the past decade on the importance of social factors in language and literacy development. They include theoretical and ethnographic accounts, cross-cultural and historical perspectives, and explorations of the political aspects and the discourses within which language and literacy are discussed. Annotation copyright by Book News, Inc., Portland, OR

This is a varied collection of key writings from leading international scholars in the field of literacy. It makes a timely and important contribution to literary practices - essential reading for anyone involved in literary education.

Moving beyond current theories on literacy practices, this edited collection sheds new light on the complexities inherent to the social, cultural, and ideological contexts in which literacy practices are realized. Building on Brian V. Street’s scholarship, contributors discuss literacy as intrinsically social and ideological, and examine how the theorizing of literacy practices has evolved in recognition of the diverse contexts in which written language is used. Breaking new intellectual and theoretical ground, this book brings together leading literacy scholars to re-examine how educational and sociocultural contexts frame and define literacy events and practices. Drawing from the richness of Brian V. Street’s work, this volume offers insights into fractures, tensions, and developments in literacy for scholars, students, and researchers.

Language as a Local Practice addresses the questions of language, locality and practice as a way of moving forward in our understanding of how language operates as an integrated social and spatial activity. By taking each of these three elements – language, locality and practice – and exploring how they relate to each other, Language as a Local Practice opens up new ways of thinking about language. It questions assumptions about languages as systems or as countable entities, and suggests instead that language emerges from the activities it performs. To look at language as a practice is to view language as an activity rather than a structure, as something we do rather than a system we draw on, as a material part of social and cultural life rather than an abstract entity. Language as a Local Practice draws on a variety of contexts of language use, from bank machines to postcards, Indian newspaper articles to fish-naming in the Philippines, urban graffiti to mission statements, suggesting that rather than thinking in terms of language use in context, we need to consider how language, space and place are related, how language creates the contexts where it is used, how languages are the products of socially located activities and how they are part of the action. Language as a Local Practice will be of interest to students on advanced undergraduate and post graduate courses in Applied Linguistics, Language Education, TESOL, Literacy and Cultural Studies.