Children in Immigrant Families Becoming Literate

Released on by Catherine Compton-Lilly
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  • Children in Immigrant Families Becoming Literate Book Detail

  • Author : Catherine Compton-Lilly
  • Release Date : 2022-05-05
  • Publisher : Routledge
  • Genre : Language Arts & Disciplines
  • Pages : 208
  • ISBN 13 : 1000568806
  • File Size : 37,37 MB
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Children in Immigrant Families Becoming Literate by Catherine Compton-Lilly PDF Summary

Book Description: This original book offers a meaningful window into the lived experiences of children from immigrant families, providing a holistic, profound portrait of their literacy practices as situated within social, cultural, and political frames. Drawing on reports from five years of an ongoing longitudinal research project involving students from immigrant families across their elementary school years, each chapter explores a unique set of questions about the students’ experiences and offers a rich data set of observations, interviews, and student-created artifacts. Authors apply different sociocultural, sociomaterial, and sociopolitical frameworks to better understand the dimensions of the children’s experiences. The multitude of approaches applied demonstrates how viewing the same data through distinct lenses is a powerful way to uncover the differences and comparative uses of these theories. Through such varied lenses, it becomes apparent how the complexities of lived experiences inform and improve our understanding of teaching and learning, and how our understanding of multifaceted literacy practices affects students’ social worlds and identities. Children in Immigrant Families Becoming Literate is a much-needed resource for scholars, professors, researchers, and graduate students in language and literacy education, English education, and teacher education.

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Practicing What We Teach

Practicing What We Teach

File Size : 38,38 MB
Total View : 6801 Views
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This accessible book features K–12 teachers and teacher educators who report their experiences of culturally responsive literacy teaching in primarily high-po