Reading, Writing, and Talk: Inclusive Teaching Strategies for Diverse Learners, K–2

Mariana Souto-Manning · Jessica Martell

sty 2016 · Teachers College Press

Informacje o e-booku

This book introduces a variety of inclusive strategies for teaching language and literacy in kindergarten through 2nd grade. Readers are invited into classrooms where racially, culturally, and linguistically diverse children’s experiences, unique strengths, and expertise are supported and valued. Chapters focus on oral language, reading, and writing development and include diverse possibilities for culturally relevant and inclusive teaching. Featured teaching strategies foster academic success, cultural competence, and critical consciousness—leading students to read their worlds and question educational and societal inequities.

Early childhood teachers will find this book invaluable as they consider effective ways to teach diverse children. The hands-on examples and strategies portrayed will help educators expand their thinking and repertoires regarding what is possible—and needed—in the language and literacy education curriculum. Unique in its focus on equitable, fully inclusive, and culturally relevant language and literacy teaching, this important book will help K–2 teachers (re)think and (re)conceptualize their own practices.

“Offers us a great opportunity to explore pedagogical strategies that are diverse and inclusive.”
—From the Foreword by Gloria Ladson-Billings, University of Wisconsin–Madison

“Readers will discover a treasure of teacher and student collaborative experiences to engage diverse learners.”
—Yetta and Ken Goodman, University of Arizona

“The authors offer rich vignettes and pragmatic guidance for learning about, responding to, and respectfully building community among children. We readers are in their debt.”
—Anne Haas Dyson, University of Illinois

“A beautifully written book filled with powerful examples. . . . I heartily recommend it for all teachers lucky enough to work on a daily basis with our brilliant early elementary students.”
—Ernest Morrell, Teachers College, Columbia University