Focus on Literacy. Danling Fu

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      ISBN: 978 0 19 400086 4

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      ACKNOWLEDGMENTS

      The authors and publisher are grateful to those who have given permission to reproduce the following extracts and adaptations of copyright material: p.8 Extract from “10 Things Every Literacy Educator Should Know About Research” by Nell K. Duke and Nicole M. Martin, The Reading Teacher, 65, (1), September 2011. © 2011 International Reading Association. Reproduced by permission of John Wiley and Sons. p.16 Extract republished with permission of Taylor and Francis Group LLC Books, from “Synthesis: Development of Literacy in Language-Minority Students” by Nonie Lesaux and Esther Geva from Developing literacy in second-language learners: report of the National Literacy Panel on Language-Minority Children and Youth by Diane August and Timothy Shanahan (eds.), Lawrence Erlbaum Associates, Inc (2006); permission conveyed through Copyright Clearance Center, Inc. p.33 Extract from “Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms” by Luis C. Moll, Cathy Amanti, Deborah Neff and Norma Gonzalez, Theory Into Practice, 31, (2), March 1992, reprinted by permission of Taylor & Francis Ltd, http://www.tandf.co.uk/journals. pp.34–35 Extract from Language, Power and Pedagogy by Jim Cummins, Multilingual Matters (2000). Reproduced by permission of Multilingual Matters. p.34 Extract from “Mother Tongue and Identity: Nobody could see that I was a Finn” by Antti Jalava from Minority Education: From Shame to Struggle by Tove Skutnabb-Kangas and Jim Cummins (eds.), Multilingual Matters (1988). Reproduced by permission of Multilingual Matters. p.35 Extract from “‘I don’t want to talk about’: Silencing students in today’s classrooms” by Carl E. James, Orbit Magazine, 25 (2), 1994. Reproduced by permission of the Ontario Institute for Studies in Education. p.38 With kind permission from Springer Science+Business Media: The Urban Review, “Urban Immigrant Students: How Transnationalism Shapes Their World Learning”, 39, (5), 2007, page 506, Patricia Sánchez. p.42 Extract from “A Comparison of Instructional Contexts in Writing Process Classrooms with Latino Children” by Kris. D. Gutierrez, Education and Urban Society, 24, (2), page 19, copyright © 1992 by SAGE Publications. Reprinted by Permission of Sage Publications. pp.46–7 Extract republished with permission of Taylor and Francis Group LLC Books, from “Multimodal Communicative Competence in Second Language Contexts” by Terry D. Royce from New directions in the analysis of multimodal discourse by Terry D. Royce and Wendy Bowcher (eds.), Routledge (2007); permission conveyed through Copyright Clearance Center, Inc. p.57 Extract from Teaching Writing in Mixed-Language Classrooms: Powerful Writing Strategies for All Students by Joanne Yatvin, Scholastic, Inc. (2009). Used by permission of Scholastic, Inc. pp.75–6 Extract from ““Doing” literature: Using drama to build literacy” by Jennifer Catney McMaster, The Reading Teacher, 51, (7), April 1998, published by John Wiley and Sons. p.86 Reprinted by permission of the Publisher. From Christian Faltis and Paula Wolfe, So Much To Say: Adolescents, Bilingualism and ESL in the Secondary School, New York: Teachers College Press. Copyright © 1999 by Teachers College, Columbia University. All rights reserved.

      Sources: p.35 “An investigation into the achievement of African-Caribbean pupils” by Gloria Morgan, Multicultural Teaching, 14, (2). Trentham Books (1996). p.39 “Identity matters: Theories that help explore adolescent multilingual writers and their identities” by Youngjoo Yi in Reinventing Identities in Second Language Writing by Michelle Cox, Jay Jordan, Christina Ortmeier-Hooper and Gwen Gray Schwartz (eds.), National Council of Teachers of English (2010). pp.63, 70 English Language Learners in Literacy Workshops by Marsha Riddle Buly, National Council of Teachers of English (2012).

      Although every effort has been made to trace and contact copyright holders before publication, this has not been possible in some cases. We apologize for any apparent infringement of copyright and if notified, the publisher will be pleased to rectify any errors or omissions at the earliest opportunity.

      Acknowledgments

      Words are not sufficient to express how grateful we both are to Nina Spada and Patsy Lightbown, the editors of the Oxford Key Concepts for the Language Classroom series, for giving us the opportunity to write this book and for patiently guiding us through the entire process of contributing to their series. Their insights, encouragement, and sage words of advice were invaluable. We are also grateful to Sophie Rogers and Julia Bell of Oxford University Press, and to Anna Cowper, for their help and support.

      We must acknowledge the work of numerous scholars upon whose shoulders this evidenced-based volume rests. A volume of this type would not be possible had they not written about their research, often making the students and teachers they had observed come alive for us. Just as importantly, we would like to thank the numerous teachers who have led us by allowing those researchers into their classrooms or by sharing their instructional efforts directly with us and the second language learners who have provided us with glimpses into their learning processes as they worked to become second-language literate.

      Series Editors’ Preface

      The Oxford Key Concepts for the Language Classroom