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Framing Languages and Literacies: Socially Situated Views and Perspectives


reviewed by Jose W. Lalas — November 22, 2013

coverTitle: Framing Languages and Literacies: Socially Situated Views and Perspectives
Author(s): Margaret R. Hawkins (ed.)
Publisher: Routledge, New York
ISBN: 0415810566, Pages: 240, Year: 2013
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Cite This Article as: Teachers College Record, Date Published: November 22, 2013
http://www.tcrecord.org ID Number: 17329, Date Accessed: 11/21/2014 1:51:40 PM

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About the Author
  • Jose Lalas
    University of Redlands
    E-mail Author
    JOSE LALAS, currently a professor of literacy and chair of teacher education, has been involved in teacher preparation for 24 years as faculty in both public and private universities. In addition, he also directs the University of Redlands' Center for Educational Justice, a forum that sponsors research efforts, policy symposia, and critical awareness training on issues related to K-12 education and leadership for social justice. He co-authored two published books: Omni-Education: A Teaching and Learning Framework for Social Justice (2006) and Instructional Adaptation as an Equity Solution for English Learners and Special Needs Students (2007). Recently, he has written education articles and commentaries related to teaching performance assessment, adaptation pedagogy, and teacher disposition. His most current on-going research work focuses on student engagement and achievement gap and the influence of social and cultural capital, social class, funds of knowledge, and poverty. Lalas works with doctoral students conducting dissertation studies on K-12 issues and leadership in K-12 schools. He co-presents with his doctoral students at American Educational Research Association studies using critical race theory, funds of knowledge, and Bourdieu's social and cultural capital as theoretical frameworks. He is currently an elected school board member of the Corona-Norco Unified School District, a seat that he held from 1990 to 2003 and from 2008 to the present.
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