Literacy remains a contentious and polarized educational, media and political issue. What has emerged from the continuing debate is a recognition that literacy in education is allied closely with matters of language and culture, ideology and discourse, knowledge and power. Drawing perspectives variously from critical social theory and cultural studies, poststructuralism and feminisms, sociolinguistics and the ethnography of communication, social history and comparative education, the contributors begin a critical interrogation of taken-for-granted assumptions which have guided educational policy, research and practice.

Literacy remains a contentious and polarized educational, media and political issue. What has emerged from the continuing debate is a recognition that literacy in education is allied closely with matters of language and culture, ideology and discourse, knowledge and power. Drawing perspectives variously from critical social theory and cultural studies, poststructuralism and feminisms, sociolinguistics and the ethnography of communication, social history and comparative education, the contributors begin a critical interrogation of taken-for-granted assumptions which have guided educational policy, research and practice.

How children learn to read well and what kind of teaching helps them is a scarcely penetrated mystery. This book is a fascinating and informative research report by a group of teachers who set out to teach children who have failed to acquire a useful degree of literacy; in it they discuss their experiences. The authors are presenting evidence about a central and constant problem in education, an essential kind of evidence which is often ignored, because it is so difficult to collect and present. The report presents enough case-notes and recordings of lessons and discussions to allow readers to make their own interpretations alongside those of the writers. Highly informative about many of the central topics of teaching literacy it discusses children’s motivation, the influence of social and cultural background on learning, and different methods of teaching reading.

This book sets out a clear and logical framework for the teaching of reading throughout different age groups, whereby systematic progression can be developed within a structured framework. A detailed set of recommendations are offered and are both illustrated and justified, for the teacher to examine and use. Much has been written about the importance of skilled and efficient reading and language usage in the early years of education, but all too few teachers are aware of the need for the development of reading skills in an ordered sequence with older children as well. Problems such as the motivation of the learner, the place of reading in a mass media age, the extent and classification of reading failure and the diagnosis of reading problems are examined, and the complexities of the linguistic background and of linguistic deprivation are covered thoroughly.

Winner: Association of Educational Publishers 2009 Distinguished Achievement Award Finalist: Association of Educational Publishers 2009 Golden Lamp Award Are there students in your classroom who have hit the reading wall? Studies indicate comprehension regresses in many students once they reach middle school. Teachers need the right resources in their classrooms for engaging students in reading. This book is a veritable encyclopedia of literacy strategies secondary teachers can apply to all content areas immediately. It integrates key strategies, research from top literacy experts, and proven intervention practices. Benefits: Gain access to the most relevant research on literacy and its application in the classroom. Employ powerful tools to aid reflection and the implementation of new strategies. Discover over 50 strategies for engaging adolescent learners, empowering strategic learning, building comprehension, developing vocabulary, and writing to learn. Access over two dozen reproducibles for teachers and students.

Language, Literacy, and Power in Schooling brings critical ethnographic perspectives to bear on language, literacy, and power in culturally and linguistically diverse contexts, showing how literacy and schooling are negotiated by children and adults and how schooling becomes a key site of struggle over whose knowledge, discourses, and literacy practices "count." Part I examines tensions between the local and the general in literacy development and use; Part II considers face-to-face interactions surrounding literacy practices in ethnically diverse classrooms; and Part III widens the ethnographic lens to position literacy practices in the context of globalization and contemporary education policies. Each section includes a substantive introduction by the editor and a synthetic commentary by a leading literacy researcher. Above all, this is a book oriented toward social action. Unpacking the complexity of literacy practices and experiences in diverse settings, the authors seek not only to build new knowledge, but to inform and transform the pedagogies and policies that limit human potentials. The chapters in this volume have much to teach us about the roots of inequality and the possibilities for positive change. Together, they highlight the urgent need for critical literacy researchers to engage politically, confronting education policies that deny the rich multiplicity of human literacies, thereby carving ever-deeper cleavages between those with and without access to literacies of power. The dual focus on language and literacy with critical-ethnographic accounts of identity and schooling speaks to a growing constituency of scholars and practitioners concerned with the role of literacy and discourse in alternatively affirming or negating knowledge, power, and identity, both within and outside of schools.