Self‐Study Of Language And Literacy Education Practices: Culturally And Linguistically Diverse ContextsJudySharkeyMeganMadigan PeercyEmerald Publishing. ISBN 978‐78754‐538‐0. Price USD 124.95 (hardcover). 304 pages

TESOL Journal ◽  
2019 ◽  
Vol 10 (3) ◽  
Author(s):  
Tamara Mae Roose
Keyword(s):  
Linguistically Diverse ◽  
Literacy Education ◽  
Culturally And Linguistically Diverse ◽  
Language And Literacy ◽  
Self Study

scholarly journals Beyond the Pragmatic and the Liminal: Culturally and Linguistically Diverse Students Code-Switching in Early-Years Classrooms

2008 ◽  
Vol 26 (1) ◽  
pp. 103 ◽  
Author(s):  
Luigi Iannacci
Keyword(s):  
Young Children ◽  
Linguistically Diverse ◽  
Code Switching ◽  
Early Years ◽  
Culturally And Linguistically Diverse ◽  
Diverse Students ◽  
Language And Literacy ◽  
Linguistically Diverse Students ◽  
First Languages ◽  
Ethnographic Data

This article examines the code-switching (CS) practices of culturally and linguistically diverse (CLD) young children in kindergarten and grade 1 classrooms. The author argues that their use of CS went beyond relief of psycholinguistic stress or coping with liminality (sense of living between two languages and cultures). Through several narratives constructed using ethnographic data, the author explores CLD students' use of CS to respond to the sociolinguistic and sociopolitical dynamics that they encountered in their early-years classrooms. CS enabled students to address their language and literacy needs, assert their identities, and defy subtractive and assimilative orientations that they experienced with respect to lack of incorporation of their first languages. Further, data affirm Cummins'(2001) assertion that students do not passively accept dominantgroup attributions of inferiority, but actively resist the process of subordination.

Changing the Dominant Narrative: A Call for Using Storytelling as Language and Literacy Theory, Research Methodology, and Practice

2017 ◽  
Vol 49 (4) ◽  
pp. 467-475 ◽  
Author(s):  
Lamar L. Johnson ◽  
ThedaMarie D. Gibbs Grey ◽  
April Baker-Bell
Keyword(s):  
Research Methodology ◽  
New Literacies ◽  
Academic Research ◽  
Ways Of Knowing ◽  
Linguistically Diverse ◽  
Literacy Education ◽  
Early Career ◽  
Pivotal Role ◽  
Language And Literacy ◽  
Theory Research

This special themed issue illuminates the pivotal role the STAR ( Scholars of Color Transitioning Into Academic Research Institutions) program has played in our trajectories as early career scholars of Color. Moreover, the editorial will showcase how STAR served as a space of contestation and humanization for six racially, ethnically, and linguistically diverse scholars who have separate but interrelated stories that foreground issues in the field of language and literacy education. To conclude, this article will provide the field with innovative approaches for venturing into new literacies and ways of knowing.

The 4Cs of Academic Language and Literacy

2021 ◽  
pp. 297-316
Author(s):  
Salika A. Lawrence ◽  
Tiffany Labissiere ◽  
Monique C. Stone
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Academic Language ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Language And Literacy ◽  
Traditional Classrooms ◽  
Virtual Classrooms ◽  
Content Areas ◽  
Linguistically Diverse Students

This chapter describes how teachers have used structured discussions and digital tools to transition from traditional classrooms to remote, online instruction during the COVID-19 pandemic. With emphasis on culturally and linguistically diverse students, the chapter includes examples of how teachers reinforce literacy while supporting 21st century skills such as collaboration, communication, critical thinking, and creativity. Tools and strategies are presented along with examples teachers can use to facilitate student learning across content areas in virtual classrooms.

Culturally and Linguistically Diverse Populations: Serving GLBT Families in Our Schools

2009 ◽  
Vol 16 (1) ◽  
pp. 11-19 ◽  
Author(s):  
Ashley M. Frazier
Keyword(s):  
Sexual Orientation ◽  
Cultural Competence ◽  
Service Delivery ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Diverse Populations ◽  
Cultural Issues ◽  
Willingness To Disclose ◽  
Bisexual And Transgender ◽  
Societal Changes

Abstract School speech-language pathologists (SLPs) are increasingly likely to serve children of gay, lesbian, bisexual, and transgender (GLBT) parents or GLBT students as cultural and societal changes create growth in the population and increased willingness to disclose sexual orientation. The American Speech-Language-Hearing Association (ASHA) has a progressive nondiscrimination statement that includes sexual orientation as a protected status and strongly urges the membership to develop cultural competence as a matter of ethical service delivery. The purpose of this article is to describe cultural competence in relation to GLBT culture, discuss GLBT parent and student cultural issues as they are important in parent-school or student-school relations, and to provide suggestions for increasing sensitivity in these types of interactions. A list of resources is provided.

Practical Resources for Provision of Services to Culturally and Linguistically Diverse Users of AAC

2015 ◽  
Vol 22 (1) ◽  
pp. 25-39
Author(s):  
Elena Dukhovny ◽  
E. Betsy Kelly
Keyword(s):  
Best Practices ◽  
Augmentative And Alternative Communication ◽  
Linguistically Diverse ◽  
Intervention Strategies ◽  
Culturally And Linguistically Diverse ◽  
Limited Resources ◽  
Flexible Systems ◽  
Alternative Communication ◽  
Practical Applications ◽  
Provision Of Services

According to the 2010 U.S. Census, over 20% of Americans speak a language other than English in the home, with Spanish, Chinese, and French being the languages most commonly spoken, aside from English. However, few augmentative and alternative communication (AAC) systems offer multilingual support for individuals with limited functional speech. There has been much discussion in the AAC community about best practices in AAC system design and intervention strategies, but limited resources exist to help us provide robust, flexible systems for users who speak languages other than English. We must provide services that take into consideration the unique needs of culturally and linguistically diverse users of AAC and help them reach their full communication potential. This article outlines basic guidelines for best practices in AAC design and selection, and presents practical applications of these best practices to multilingual/multicultural clients.

Understanding the Communication Needs of Culturally and Linguistically Diverse Students Who Are Deafblind

2017 ◽  
Vol 2 (12) ◽  
pp. 81-88
Author(s):  
Sandy K. Bowen ◽  
Silvia M. Correa-Torres
Keyword(s):  
Sign Language ◽  
Augmentative And Alternative Communication ◽  
Linguistically Diverse ◽  
Spoken Language ◽  
Culturally And Linguistically Diverse ◽  
Alternative Communication ◽  
Linguistically Diverse Students ◽  
The Past ◽  
Communication Needs ◽  
Different Cultures

America's population is more diverse than ever before. The prevalence of students who are culturally and/or linguistically diverse (CLD) has been steadily increasing over the past decade. The changes in America's demographics require teachers who provide services to students with deafblindness to have an increased awareness of different cultures and diversity in today's classrooms, particularly regarding communication choices. Children who are deafblind may use spoken language with appropriate amplification, sign language or modified sign language, and/or some form of augmentative and alternative communication (AAC).

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