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Honoring and Building on the Rich Literacy Practices of Young Bilingual and Multilingual Learners
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Honoring and Building on the Rich Literacy Practices of Young Bilingual and Multilingual Learners
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Journal Article
Honoring and Building on the Rich Literacy Practices of Young Bilingual and Multilingual Learners
2016
Overview
In this article, the author invites teachers of children who are bilingual, multilingual, and at promise for bi‐/multilingualism to honor and build on their rich literacy practices. To do so, she challenges ideas and labels that continuously disempower bilingual and multilingual learners. Souto‐Manning establishes the understanding that education is a human, civil, and legal right and briefly reviews the laws determining the education of bilingual children in the United States. In doing so, she explores issues of access and equity in education, then focuses on Ladson‐Billings's concept of culturally relevant teaching and shares examples of culturally relevant teaching in action. These examples come from dual‐language and ESOL classrooms in the United States. She concludes by inviting readers to consider ways to honor and build on the language and literacy practices of bilingual and multilingual learners.
Publisher
Blackwell Publishing Ltd,Wiley Subscription Services, Inc,Wiley-Blackwell
Subject
/ Children
/ Code switching < Language learners
/ Culturally Relevant Education
/ English as a second language
/ English for speakers of other languages < Language learners
/ etc
/ Fairness
/ First
/ First, second, etc., language (L1, L2,etc.) < Language learners
/ Home language practices < Oral language
/ Home language < Family literacy
/ Home-school connections < Family literacy
/ Language development < Oral language
/ Literacy
/ Literature-based instruction < Literature
/ methods
/ Multilingualism < Language learners
/ Names
/ second
/ Second-language learning < Language learners
/ Teachers
/ Teaching
/ teaching strategies < Strategies
