Immigrant Students and Literacy: Reading, Writing, and Remembering
Item
Title
Immigrant Students and Literacy: Reading, Writing, and Remembering
Abstract/Description
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. Illustrating the challenges and possibilities of teaching and learning in a large urban school, this book:
- Documents how a culturally engaged pedagogy improved student achievement and increased standardized test scores.
- Examines the literacy practices of children from immigrant, migrant, and refugee backgrounds, and includes powerful examples of their voices and writing.
- Provides an invaluable model of reflective practice, including a wide array of student-centered strategies, to generate powerful learning experiences
- Demonstrates a way for teachers to tap into the various forms of literacy students practice beyond the borders of the classroom.
- Documents how a culturally engaged pedagogy improved student achievement and increased standardized test scores.
- Examines the literacy practices of children from immigrant, migrant, and refugee backgrounds, and includes powerful examples of their voices and writing.
- Provides an invaluable model of reflective practice, including a wide array of student-centered strategies, to generate powerful learning experiences
- Demonstrates a way for teachers to tap into the various forms of literacy students practice beyond the borders of the classroom.
Author/creator
Date
Publisher
Teachers College Press
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Textbook
Open access/full-text available
No
Peer reviewed
No
ISBN
978-0-8077-4733-9
Citation
Campano, G. (2007). Immigrant Students and Literacy: Reading, Writing, and Remembering. Teachers College Press.
Num pages
168
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