Literacy instruction in multicultural settings PDF
Preview Literacy instruction in multicultural settings
Laihrop J. literacy Instruction in Multicultural Settings Au Kathryn H. The HBJ Literacy Series Creatingan AtmosphereforChange Literacy Instruction in Multicultural Settings Literacy Instruction in Multicultural Settings Au Kathryn H. Kamehameha Schools Harcourt Brace College Publishers FortWorth Philadelphia San Diego New York Orlando Austin San Antonio Toronto Montreal London Sydney Tokyo Editor-in-chief Ted Buchholz Acquisitionseditor Jo-AnneWeaver Developmentaleditor TracyNapper Projecteditor SteveNorder Productionmanager Jane Tyndall Ponceti Seniorbookdesigner John Ritland Literaryandillustration credits are on p. 201. LibraryofCongressCatalogCardNumber: 92-073482 ISBN: 0-03-076847-0 Copyright© 1993 byHolt, RinehartandWinston, Inc. Allrightsreserved. Nopartofthispublication maybe reproducedor transmittedinany form orbyanymeans, electronicormechanical, includingphotocopy, recording, orany information storage andretrieval system, withoutpermission inwritingfromthepublisher. Requests forpermission tomake copies ofanypartoftheworkshouldbe mailed to: Permissions Department, HarcourtBrace &Company, Orlando, Florida32887. AddressforEditorialCorrespondence HarcourtBraceCollegePublishers, 301 Commerce Street, Suite3700, FortWorth, TX 76102. AddressforOrders HarcourtBrace &Company, 6277 SeaHarborDrive, Orlando, FL32887. 1-800-782-4479, or 1-800-433-0001 (in Florida) Printed in theUnited StatesofAm§rica 5678901 090 98765 memory in of Ah Lun Hew Zane Preface LiteracyInstructioninMulticultural Settings was written to acquaint pre- service teachers with issues they will face in teaching reading and writing to students of diverse cultural and linguistic backgrounds. It is intended to serve as a supplementary textbook in an introductory or other reading/ language arts methods course; it will be especially useful if the course emphasizes a social construedvist, process, or whole language approach. The overall theme of the book is that the reading and writing of stu- dents of diverse backgrounds can be dramatically improved if teachers make changes to typical school instructional situations. Familiar patterns of instruction are contrasted with new ones, and numerous classroom examples enable preservice teachers to visualize the new patterns and situations. Each chapter gives both research background and practical advice on topics centralto theliteracyinstructionofstudentsofdiverse backgrounds. The first five chapters provide an overviews of such broad topics as the nature of literacy, construetivist approaches to instruction, and classroom management. The next six chapters deal with specific topics. Two chapters each are devoted to cultural differences and to language differences, and two more focus on multiethnic literature and the process approach to writing in multicultural classrooms. Each chapter begins with a statement of major purposes, includes activities and suggested readings, and ends with a summary. Key points in the text are boxed for emphasis. Considerable information about the literacy instruction of students of diverse backgrounds is currently available, but much of it is to be found only in journal articles and in books not written specifically for teachers. This book seeks to make this information accessible to preservice teachers in as clear, interesting, and readable a fashion as possible. Information about the instruction of students of African American, Asian American, Hispanic American, and Native American backgrounds is included. This information spans the curriculum from kindergarten through high school, with an emphasis on elementary classrooms. Throughout the process of writing this book, I received the help of many colleagues. Alice Kawakami of the Pacific Region Educational Labo- ratory read the first drafts of each chapter, spent many hours helping me organize the flow of ideas in the book as a whole, and encouraged me to vii viii Preface give the book a social conscience. Linda Vavrus of the University of Ne- braska, Lincoln, wrote precise, detailed critiques of each chapter and of- fered a multitude of valuable suggestions. Ronald Gallimore and Claude Goldenberg, both of the University of California, Los Angeles, gave the book a thorough, critical reading, taking into account a wide range of theoretical issues and research findings on many complex and controver- sial topics. Jacqueline Comas of the University of Florida, Gainesville; J. David Cooper of Ball State University; Susan McMahon of the University of Wisconsin, Madison; Ileana Seda of the Pennsylvania State University; and Rose-Marie Weber of the State University of New York at Albany made helpful comments on all chapters and called my attention to specific issues that might be of interest to an audience of preservice teachers. I am deeply grateful for the thoughts shared by all of these reviewers and for the time taken from their already busy schedules. I also wish to acknowledge the help of my editors at Harcourt Brace Jovanovich College Publishers, who were always quick to respond to my concerns. Jo-Anne Weaver provided much needed doses of enthusiasm, and Tracy Napper showed care and insight in her attention to issues large and small. Finally, I wish to express my appreciation to the students, teachers, andstaffofthe Kamehameha Elementary Education Program (KEEP),whose talents and accomplishments have been a source of inspiration to me for over twenty years. A special word of thanks is due to the KEEP students, teachers, and staff at Waianae Elementary School, who have taught me so much about the importance of a sense of community.
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