A Co-publication of the National Council of Teachers of English and
Routledge. How can teachers make sound pedagogical decisions and
advocate for educational policies that best serve the needs of
students in today's diverse classrooms? What is the pedagogical
value of providing culturally and linguistically diverse students
greater access to their own language and cultural orientations?
This landmark volume responds to the call to attend to the
unfinished pedagogical business of the NCTE Conference on College
Composition and Communication 1974 StudentsaEURO (TM) Right to
Their Own Language resolution. Chronicling the interplay between
legislated/litigated education policies and language and literacy
teaching in diverse classrooms, it presents exemplary
research-based practices that maximize students' learning by
utilizing their home-based cultural, language, and literacy
practices to help them meet school expectations. Pre-service
teachers, practicing teachers, and teacher educators need both
resources and knowledge, including global perspectives, about
language variation in PreK-12 classrooms and hands-on strategies
that enable teachers to promote students' use of their own language
in the classroom while also addressing mandated content and
performance standards. This book meets that need. Visit
http://www.ncte.org for more information about NCTE books,
membership, and other services.
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