Multicultural and Multilingual Literacy and Language: Contexts and Practicesreviewed by Joan Parker-Webster — 2005
As a reflective educator or researcher you have probably held or
even stated one or more of the following beliefs or principles:
One size fits all literacy instruction and assessment does
not fit all.
Effective teachers build on children’s prior experience
and the personal, cultural and community knowledge they bring with
them to school.
We cannot successfully foster learning within a deficit model of
education, which views children’s backgrounds as lacking and
responsible for the “achievement gap” defined by
standardized test scores.
These ideas are not new. Yet, for the many culturally,
linguistically and ethnically diverse students who continue to
rapidly fill classrooms all over the United States this litany of
what many teachers recite as solid principles for literacy
instruction is played out in a different reality. This reality
contains standardized reading programs and curriculum materials
that reflect the dominant cultural world view, delivered through a
pedagogical model that views students’ cultural and
linguistic backgrounds as interfering with rather than contributing
to and enriching all... (preview truncated at 150 words.) Title:
Multicultural and Multilingual Literacy and Language: Contexts and PracticesAuthor(s):
Fenice B. Boyd, Cynthia H. Brock, with Mary S. Rozendal, EditorsPublisher:
Guilford Press, New YorkISBN:
2003Search for book at Amazon.com
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- Joan Parker-Webster
University of Alaska Fairbanks
DR. JOAN PARKER WEBSTER is an Assistant Professor of Language, Literacy and Reading at the University of Alaska Fairbanks. She is author of several articles on multicultural education, reading comprehension and culturally responsive curriculum as well as a book titled Teaching through culture: Reading and responding to young Adult literature. Her new book, Learning to question the word and the world: Critical literacies in the classroom, will be published Fall 2005.