Sociocultural Contexts of Language and Literacy

by Bertha Pérez (Editor), Teresa L. McCarty (Editor), Lucille J. Watahomigie (Editor)

Sociocultural Contexts of Language and Literacy, Second Edition engages prospective and in-service teachers in learning about linguistically and culturally diverse students, and in using this knowledge to enrich literacy learning in classrooms and communities. The text is grounded in current research and theory that integrate sociocultural and constructivist concepts and perspectives and provide a framework teachers can use to develop strategies for teaching reading, writing, and thinking to diverse students. The focus on English literacy development does not imply advocacy for "English only" or ESL as the primary mode of literacy instruction. Rather, the authors take the position that learners need to develop literacy in their native language and that the concepts and skills learned in developing the native language create a foundation of strength from which students can develop English literacy. Part I introduces relevant research and language learning theories. Part II provides research reviews and information about literacy learning within specific culturally and linguistically diverse communities. The chapters in Part III challenge the reader to view the multiple social, intellectual, cultural, and language differences children bring to the classroom as an opportunity for learning and building on the diversity among students. Activities and suggested readings at the end of each chapter involve readers in reflection, observation, meaning making, and the construction of application processes for their new understandings. New in the Second research and theory on multilingual and second language literacy;a focus on the interpretation of these research findings to make them useful for teachers and teacher educators in understanding and articulating the research bases for literacy practices; attention to current intensely debated issues, such as standards, the phonics movement, and high-

420 pages, Hardcover

First published December 1, 1997

Reviews

[Liz]

This was a textbook for one of my Master's courses. A few details are outdated now (the book was published in 2004, so obviously things have changed!) However, the majority was full of research, information, and important perspectives. Pérez, the editor, did a nice job organizing the book into three parts. The first provides background information on literacy and literature, how we can transfer our literacy practices from L1 to new languages. What I really liked about part 2 was that each chapter focused on a literacy practices from one race and culture. This distinction between people ensure that the uniqueness of each group of people was valued. Each chapter ended with suggested reading and activities which I appreciated as well! Part 3 extends beyond the book and into the classroom. I know I read it for a class, but I'd recommend it for anyone who is interested in multiliteracies and how to incorporate them within the classroom...so maybe just teachers lol

[Flor · Rating 5 out of 5]

Book Review of Sociocultural Contexts of Language and Literacy
by Bertha Perez et al.
While doing research for a sociolinguistics class on Vietnamese and Hispanic Americans I ran across this book. Although it is dated in the 90’s it was like gold! It includes a background of a wide variety of ethnic populations and the way to teach them (pedagogy), yet respecting their heritage. I only wish that there was an updated version to include Syrians, and Afghans, plus Sudanese.
Ms. Perez and her associates presented concentrated perspectives from sociocultural theory to literacy and the teaching of writing. It is extensive from suggested readings and references at the end of each chapter to dealing with bi-culturalism and how to create a productive attitude in a classroom. There is even a section on Children’s Literature, and most of this genre is ageless. It is a well-organized book with a subject index at the end of the book, so using it for acquiring information rapidly is easily done.
You must take in account that this was written during the days of the Whole Language Movement, and when many school districts were trying to use a portfolio system to compile a student’s work. Many aspects have changed since then and using data to drive instruction is one, however a teacher must still be cognizant of the cultural background of their students, to help connect with them and help achieve maximum motivation. The attitude of parents and their view of education and how they see literacy is also important and this is very pertinent to be able to understand where the parents place emphasis.
Though I rented this book through Amazon, I could easily have bought it for future reference – it would be invaluable.