For the first time, the major theoretical and pedagogical approaches to genre and related issues of social construction are presented in a single volume, providing an overview of the state of the art for practitioners in applied linguistics, ESL/EFL pedagogies, rhetoric, and composition studies around the world. Unlike volumes that present one theoretical stance, this book attempts to give equal time to all theoretical and pedagogical camps. Included are chapters by authors from the Sydney School, the New Rhetoric, and English for Specific Purposes, as well as contributions from other practitioners who pose questions that cross theoretical lines.
"Genre in the Classroom: "
*includes all of the major theoretical views of genre that influence pedagogical practice;
*takes an international approach, drawing from all parts of the world in which genre theory has been applied in the classroom--Australia, Canada, Hong Kong, the Middle East, the United States;
*features contributors who are all both theorists and classroom practitioners, lending credibility and authenticity to the arguments;
*combines theory and practice in every chapter, showing how particular theoretical views influence classroom practice;
*grounds pedagogical practices in their own regional and theoretical histories;
*openly discusses problems and questions that genre theory raises and presents some of the solutions suggested; and
*offers a concluding chapter that argues for two macro-genres, and with responses to this argument by noted genre theorists from three theoretical camps.

For the first time, the major theoretical and pedagogical approaches to genre and related issues of social construction are presented in a single volume, providing an overview of the state of the art for practitioners in applied linguistics, ESL/EFL pedagogies, rhetoric, and composition studies around the world. Unlike volumes that present one theoretical stance, this book attempts to give equal time to all theoretical and pedagogical camps. Included are chapters by authors from the Sydney School, the New Rhetoric, and English for Specific Purposes, as well as contributions from other practitioners who pose questions that cross theoretical lines.
"Genre in the Classroom: "
*includes all of the major theoretical views of genre that influence pedagogical practice;
*takes an international approach, drawing from all parts of the world in which genre theory has been applied in the classroom--Australia, Canada, Hong Kong, the Middle East, the United States;
*features contributors who are all both theorists and classroom practitioners, lending credibility and authenticity to the arguments;
*combines theory and practice in every chapter, showing how particular theoretical views influence classroom practice;
*grounds pedagogical practices in their own regional and theoretical histories;
*openly discusses problems and questions that genre theory raises and presents some of the solutions suggested; and
*offers a concluding chapter that argues for two macro-genres, and with responses to this argument by noted genre theorists from three theoretical camps.

This volume explores fundamental issues relating to student literacies and instructor roles and practices within academic contexts. After presenting a brief history of literacy theories, the author argues for "socioliterate" approaches to teaching and learning in which texts are viewed as primarily socially-constructed. Central to socioliteracy are two concepts, "genre" and "discourse community," each of which is presented in some detail. The author then argues for roles for literacy practitioners in which they and their students conduct research and are involved in joint pedagogical endeavors with faculty and students. The final chapters are devoted to outlining how the views presented can be applied to a variety of classroom texts. Core curricular design principles are outlined, and three types of portfolio-based academic literacy classrooms are described.

"Teaching from a Multicultural Perspective, one of the volumes in Sage's Survival Skills for Scholars series, is a commonsense primer for developing multicultural pedagogies, courses, curricula, and most important, institutions. Helen Roberts and her associates set out practical strategies and principles for teaching, mentoring, and fostering the academic (and personal) success of minority and nontraditional students. Although this book covers issues relating to multiculturalism on campus that may already be familiar to many of us, it nonetheless should be of interest to advisors who also teach, who are involved in teacher training, or who are involved in resource networking, and who would like to share a basic introduction to the issues with new instructors or other advisors. . . . They valuably stress the role academic advisors can play in the success of minority students." --Brady Harrison in The Journal of the National Academic Advising Association How do you welcome the growing number of culturally diverse students in your classroom without alienating, condescending, or offending them? The authors of this collaborative volume, all experienced teachers and administrators in the ethnically heterogeneous California State University system, outline how to teach "multiculturally." They suggest a set of classroom strategies, curriculum reforms, assessment tools, and mentoring relationships that work for all students, regardless of their cultural background--or yours. The authors contend that cultural diversity is an issue for all faculty members to address regardless of your discipline or the ethnic composition of your campus. With the material in this volume, you can begin to meet the challenge of the truly multicultural university.