Negotiating Academic Literacies: Teaching and Learning Across
Languages and Cultures is a cross-over volume in the literature
between first and second language/literacy. This anthology of
articles brings together different voices from a range of
publications and fields and unites them in pursuit of an
understanding of how academic ways of knowing are acquired. The
editors preface the collection of readings with a conceptual
framework that reconsiders the current debate about the nature of
academic literacies. In this volume, the term academic literacies
denotes multiple approaches to knowledge, including reading and
writing critically. College classrooms have become sites where a
number of languages and cultures intersect. This is the case not
only for students who are in the process of acquiring English, but
for all learners who find themselves in an academic situation that
exposes them to a new set of expectations. This book is a
contribution to the effort to discover ways of supporting learning
across languages and cultures--and to transform views about what it
means to teach and learn, to read and write, and to think and know.
Unique to this volume is the inclusion of the perspectives of
writers as well as those of teachers and researchers. Furthermore,
the contributors reveal their own struggles and accomplishments as
they themselves have attempted to negotiate academic literacies.
The chronological ordering of articles provides a historical
perspective, demonstrating ways in which issues related to teaching
and learning across cultures have been addressed over time. The
readings have consistency in terms of quality, depth, and passion;
they raise important philosophical questions even as they consider
practical classroom applications. The editors provide a series of
questions that enable the reader to engage in a generative and
exciting process of reflection and inquiry. This book is both a
reference for teachers who work or p
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