Preparing Globally Minded Literacy Teachers: Knowledge, Practices, and Case Studies

✍ Scribed by Jan Lacina (editor), Robin Griffith (editor)

• Publisher: Routledge
• Year: 2019
• Tongue: English
• Leaves: 277
• Edition: 1
• Category: Library

✦ Synopsis

This textbook brings together internationally renowned scholars to provide an overview of print and digital literacy instruction for pre-service teachers and teacher educators. It examines historical and cultural contexts of literacy practices around the globe, and addresses issues that teachers need to consider as they teach children from diverse world cultures, languages, and backgrounds.

Organized into three Parts―Early Literacy, Intermediate to Adolescent Literacy, and Case Studies―the text highlights key practices around the world to provide literacy educators and students with a broader view of effective practices as well as strategies for overcoming challenges faced by literacy educators worldwide. The global case studies present complex issues and allow readers to discuss what it means to be globally minded, as well as how to implement best practices in literacy instruction. All chapters include consistent elements for ease of use, such as vignettes, historical and cultural contexts, implications for future research, and discussion questions.

Grounded in current research and theory, this book is designed for foundational courses in literacy education and literacy methods, as well as courses in comparative and multicultural education.

✦ Table of Contents

Cover
Half Title
Title Page
Copyright Page
Dedication
Table of Contents
List of Illustrations
Foreword by James Hoffman
List of Contributors
1. Introduction: A Global Perspective to Literacy Teaching and Learning
Literacy Rates
Critical Sociocultural Theory
Literacy around the World
How to Read This Book
Chapter Outline: Chapters 1–11
Case Study: Chapters 12–16
Acknowledgements
References
PART I: Early Literacy
2. Reading Recovery: Transcending Global Boundaries
Summary of the Chapter
Historical, Cultural, and Political Context
Historical and Philosophical Underpinnings
Immigration and Literacy Learning
Language Learning
Theory and Research Base
Implications for Future Research
Recommendations for Globally Minded Literacy Teachers
Discussion Questions and Application
Conclusion
References
3. Early Literacy in Australia: Teaching Teachers to Grow Children’s Global Mindedness Through Multimodal Text Production
Summary of Chapter
Historical, Cultural, and Political Context
Theory and Research Base
Implications for Future Research
Recommendations for Globally Minded Literacy Teachers
Discussion Questions and Application
References
4. A Bridge over Troubled Waters: Safe Cross-Cultural Passages with Global Children’s Literature
Summary of Chapter
Historical, Cultural, and Political Context
Theory and Research Base
Implications for Future Research
Recommendations for Globally Minded Literacy Teachers
Identifying Children’s Literature with Global Perspectives
Sharing Global Perspectives Through Text Sets
Concluding Remarks
Discussion Questions and Applications
References
Children’s Literature Cited
5. Digital Literacies in the UK: Creating, Navigating, and Curating Content
Summary of Chapter
Introduction
Theory and Research Base
Inspirational Practice
Implications for Future Research
Discussion Questions and Application
References
6. Improving Early Grade Literacy: Implementation of Mother Tongue Instruction Policy in Kenya
Summary of Chapter
Historical, Cultural, and Political Context
Language as a Cultural and Political Medium
Language of Instruction Policy and Early Grade Literacy in Kenya
Implications for Research
Discussion Questions and Application
Conclusion
References
PART II: Intermediate to Adolescent Literacy
7. Critical Literacy in South Africa: Tracking the Chameleon
Summary of Chapter
Historical, Cultural and Political Context
Theory and Research Base
Implications for Future Research
Discussion Questions and Application
Acknowledgements
Notes
References
8. Becoming a Proficient Reader in Taiwan
Summary of Chapter
Education in Taiwan
Language Environment
Learning Chinese
Roles of Phonological and Morphological Awareness in Reading Chinese
Reading Chinese
Teaching Chinese
Apart from Teaching
Conclusion
Implication for Future Research
Recommendation for Globally Minded Literacy Teachers
Discussion Questions Application
Note
References
9. Becoming a Proficient Writer in New Zealand’s Primary Schools
Summary of Chapter
Historical, Cultural and Political Context
Historical and Philosophical Underpinnings: Key Approaches to the Teaching of Writing
Theory and Research Base: ASummary of Writing-Focussed Research in New Zealand 2000–2018
Applying the Research to the Classroom
Recommendations for Globally Minded Teachers
Future Directions
Discussion Questions and Application
References
10. Visible Learning for Adolescents in the USA
Summary of Chapter
Historical, Cultural, and Political Context
Implications for Future Research
Recommendations for Globally Minded Literacy Teachers
Discussion Questions and Application
References
11. Digital Literacies in Canada
Summary of Chapter
Historical, Cultural, and Political Context
Digital Literacy as Transformative
Theory and Research Base
Teaching and Learning in the Digitally Mediated Classroom
Implications for Future Research
Recommendations for Global-Minded Literacy Teachers
Discussion Questions and Application
Note
References
Part III: Case Studies
12. Teaching to Read in English using Annotations in a High-Stakes Testing Context: A Case of Korean High School Students
Whole Group Lesson
Small Group Work
Individual Work
Assessment
Discussion Questions and Application
References
13. Teaching Language, Literacy, and Content in a Mexico City Third Grade Classroom: A Case Study
Interactive Read Aloud: Large-Group Introduction
Shared and Independent Reading
Guided Reading
Whole Group Reading Time Wrap Up
Literacy Instruction that Effectively Supports All Students
Teaching Language and Literacy through Meaningful Content
Providing a Variety of Instructional Structures for Reading
Using Students’ Home Languages as a Resource
Discussion Questions and Application
References
14. Mensajes de los abuelitos: Multimodal Zapotec Literacy Development via the Assertion of Local Ontologies and Community-Based Xkialnana (Knowledge) in Oaxaca, Mexico: A Case Study
Introduction
Case Study
Conclusion
Discussion Questions and Application
References
15. Literacy Learning in the UAE: A Case for Exploration: NorthStar International School, United Arab Emirates
Cultural Context
Stating the Problem
Reaching and Teaching Students
Student-led Structures and Activities
Implementing a Literacy Teaching Toolkit and a Student Literacy Toolbox
Implementing Teaching Roles, Strategies and Approaches
Concluding Thoughts
Discussion Questions and Application
References
16. Literacy Learning in Spain
Vocabulary Instruction in Contextualized and Decontextualized Settings
Supporting Vocabulary Development with Picture Books
Concluding Thoughts
Discussion Questions
References
Web
Picture Books Cited
Index