Multicultural and Multilingual Literacy and Language: Contexts and Practices


reviewed by Joan Parker-Webster - 2005

coverTitle: Multicultural and Multilingual Literacy and Language: Contexts and Practices
Author(s): Fenice B. Boyd, Cynthia H. Brock, with Mary S. Rozendal, Editors
Publisher: Guilford Press, New York
ISBN: 157230961X, Pages: 338, Year: 2003
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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.)


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Cite This Article as: Teachers College Record Volume 107 Number 7, 2005, p. 1474-1478
https://www.tcrecord.org ID Number: 11414, Date Accessed: 9/25/2020 9:51:32 AM

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