A bison and a bobtailed horse race across the sky, raising a trail of dust behind them--leaving it, the Milky Way, to forever mark their path. An unknown Arapaho teller shared this account with an ethnographer in 1893, explaining how the race determined which animal would be ridden, which would be food. Traditional American Indian oral narratives, ranging from origin stories to trickster tales and prayers, constitute part of the great heritage of each tribe. Many of these narratives, gathered in the late nineteenth and early twentieth centuries, were obtained or published only in English translation. Although this is the case with many Arapaho stories, extensive Arapaho-language texts exist that have never before been published--until now. "Arapaho Stories, Songs, and Prayers" gives new life to these manuscripts, celebrating Arapaho oral narrative traditions in all the richness of their original language.
Working with Alonzo Moss, Sr., and William J. C'Hair, two fluent native speakers of Arapaho, Andrew Cowell retranscribes these texts--collected between the early 1880s and the late 1920s--into modern Arapaho orthography, and retranslates and annotates them in English. Masterpieces of oral literature, these texts include creation accounts, stories about the Arapaho trickster character Nih'oo3oo, animal tales, anecdotes, songs, prayers, and ceremonial speeches. In addition to a general introduction, the editors offer linguistic, stylistic, thematic, and cultural commentary and context for each of the texts.
More than any other work, this book affords new insights into Arapaho language and culture. It expands the Arapaho lexicon, discusses Arapaho values and ethos, and offers a uniquely informed perspective on Arapaho storytelling. An unparalleled work of recovery and preservation, it will at once become "the" reference guide to the Arapaho language and its texts.

This book addresses a significant gap in the research literature on transitions across the school years: the continuities and discontinuities in school literacy education and their implications for practice. Across different curriculum domains, and using social semiotic, ethnographic, and conversation-analytic approaches, the contributors investigate key transition points for individual students' literacy development, elements of literacy knowledge that are at stake at each of these points, and variability in students' experiences. Grounding its discussion in classroom voices, experiences and texts, this book reveals literacy-specific curriculum demands and considers how teachers and students experience and account for these evolving demands. The contributors include a number of established names (such as Freebody, Derewianka, Myhill, Rowsell, Moje and Lefstein), as well as emerging scholars gaining increasing recognition in the field. They draw out implications for how literacy development is theorized in school curriculum and practice, teacher education, further research and policy formation. In addition, each section of the book features a summary from an international scholar who draws together key ideas from the section and relates these to their current thinking. They deploy a range of different theoretical and methodological approaches in order to bring rich yet complementary perspectives to bear on the issue of literacy transition.