Adolescent Literacies in a Multicultural Context
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Multicultural Education, Philosophy & Social Aspects
| Author: | ISBN: | 9781136318542 | |
| Publisher: | Taylor and Francis | Publication: | May 4, 2012 |
| Imprint: | Routledge | Language: | English |
| Author: | |
| ISBN: | 9781136318542 |
| Publisher: | Taylor and Francis |
| Publication: | May 4, 2012 |
| Imprint: | Routledge |
| Language: | English |
This book presents results from a four-year project addressing the central question: What factors, challenges, and contexts contribute to and constrain literacy achievement among at-risk adolescent learners with culturally diverse backgrounds? Researchers consider the importance of several, interrelated factors that support the development of adolescents’ literacies in multilingual contexts: support from educators, community groups, families, and peers; recognition of the multi-faceted complexity of literacy through multiple, complementary methods of research and assessment; approaches to pedagogy that engage learners’ zones of proximal development in humanistic and purposeful ways; and promoting students’ vocabulary knowledge, strategies for reading, writing, and learning, and orientations to engaging with epistemic purposes of literacy critically, through multiple media, and with self-confidence.
This book presents results from a four-year project addressing the central question: What factors, challenges, and contexts contribute to and constrain literacy achievement among at-risk adolescent learners with culturally diverse backgrounds? Researchers consider the importance of several, interrelated factors that support the development of adolescents’ literacies in multilingual contexts: support from educators, community groups, families, and peers; recognition of the multi-faceted complexity of literacy through multiple, complementary methods of research and assessment; approaches to pedagogy that engage learners’ zones of proximal development in humanistic and purposeful ways; and promoting students’ vocabulary knowledge, strategies for reading, writing, and learning, and orientations to engaging with epistemic purposes of literacy critically, through multiple media, and with self-confidence.
