Immigrant Students And Literacy

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ISBN: 9780807747322 | 0807747327
Cover: Paperback
Copyright: 3/1/2007

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This powerful book demonstrates how culturally responsive teaching can make learning come alive. Drawing on his experience as a fifth-grade teacher in a multiethnic school where children spoke over 14 different home languages, the author reveals how he created a language arts curriculum from the students' own rich cultural resources, narratives, and identities.

Foreword	p. xi
Preface	p. xiii
Acknowledgments	p. xvii
Introduction: The National Mythology and Urban Teaching	p. 1
"United in Diversity": The Rhetoric and Reality	p. 1
Classroom Practice and Cultural Context	p. 3
This Book and Its Organization	p. 5
The Power of Inquiry
"From the Heart to the World and Back Again": Negotiating the Boundaries	p. 9
From the Location of the Classroom	p. 9
From the Location of the University	p. 11
From the Location of My Past	p. 12
Back to the Urban Classroom	p. 14
A Professional Community	p. 16
The Power of Stories	p. 17
Celso's Secret Box: Creating Community Through Shared Stories	p. 20
The Manongs and Manangs	p. 21
Different Paths, Different Stories	p. 22
Celso's Story	p. 22
Creating Community Through Narrative	p. 25
"It's What We Have Survived"	p. 26
Nurturing	p. 27
Schooling	p. 28
Carmen's Unwritten Story: Failing Our Students with Remediation	p. 31
Discovering Carmen's Roles	p. 31
Carmen's Father	p. 33
Carmen's Unwritten Story	p. 36
Schooling as Exclusion	p. 38
The Second Classroom	p. 39
Literacy Practices in the "Second Classroom"
"We Are Strong and Sturdy in the Heart": Redefining Accountability	p. 45
Residential Stigma	p. 46
The Neighborhood Writes Back	p. 48
"I Will Tell You a Little Bit About My People": Narrating Immigrant Pasts	p. 52
Necessary Silences	p. 53
Silencing in Schools	p. 54
From Silence to Voice	p. 55
Intergenerational Storytelling	p. 56
Narratives of Survival	p. 59
Learning to Listen	p. 68
"They Came Here for Their Lives": Writing Transnational Identities	p. 72
Maria: Writing from, a Balikbayan Perspective	p. 72
"I'm Going to Talk to You About Myself": School Literacy as Reflection	p. 74
"This Was a Day That Had Swollen My Heart": School Literacy as Empathy	p. 80
"Part of My Life Was Refilled into My Mind": School Literacy as Correspondence	p. 85
Reaching Beyond the School Curriculum	p. 88
Dancing Across Borders: Performing Identities	p. 90
The Personal as Professional	p. 91
"The World Outside Our Door Was Foreign"	p. 92
Lesson Plans: Girl Talk and Teatro	p. 94
"Cuando Todos Somos Iguales!" (When We Are All Equal!)	p. 96
What the Teacher Didn't Know	p. 98
Community Through Transgression	p. 101
The Process of Inquiry
Continuing Stories	p. 107
Systematic Improvisation: A Way of Teaching and Researching	p. 112
Commitment to Inquiry	p. 113
The Teacher Researcher as an Emergent Professional and Activist Identity	p. 115
Our Literacy Curriculum	p. 118
References	p. 121
Index	p. 125
About the Author	p. 135
Table of Contents provided by Ingram. All Rights Reserved.

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Immigrant Students And Literacy

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Author Biography

Table of Contents

Supplemental Materials