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The third edition of With Literacy and Justice for All: Rethinking
the Social in Language and Education continues to document Carole
Edelsky's long involvement with socially critical, holistic
approaches to the everyday problems and possibilities facing
teachers of language and literacy. This book helps education
professionals understand the educational/societal situations they
are dealing with, and literacy instruction and second language
learning in particular contexts. Edelsky does not offer simplistic
pedagogical formulas, but rather, progressively works through
differences and tensions in the discourses and practices of
sociolinguistics, bilingual education, whole language, and critical
pedagogy--fields whose practitioners and advocates too often work
in isolation from each other and, at times, at cross purposes. In
this edition, what Edelsky means by rethinking is improving and
extending her own views, while at the same time demonstrating that
such rethinking always occurs in the light of history. The volume
includes a completely new Introduction and two entirely new
chapters: one on reconceptualizing literacy learning as second
language learning, and another on taking a historical view of
responses to standardized testing. Throughout, in updating the
volume, Edelsky uses a variety of structural styles to note
contrasts in her views across time and to make the distinction
clear between the original material and the current additions. This
edition is a rare example of a scholarly owning-up to changes in
thinking, and a much needed demonstration of the historically
grounded nature of knowledge. As a whole, the third edition
emphasizes recursiveness and questioning within a deliberately
political framework.
The third edition of With Literacy and Justice for All: Rethinking
the Social in Language and Education continues to document Carole
Edelsky's long involvement with socially critical, holistic
approaches to the everyday problems and possibilities facing
teachers of language and literacy. This book helps education
professionals understand the educational/societal situations they
are dealing with, and literacy instruction and second language
learning in particular contexts. Edelsky does not offer simplistic
pedagogical formulas, but rather, progressively works through
differences and tensions in the discourses and practices of
sociolinguistics, bilingual education, whole language, and critical
pedagogy--fields whose practitioners and advocates too often work
in isolation from each other and, at times, at cross purposes. In
this edition, what Edelsky means by rethinking is improving and
extending her own views, while at the same time demonstrating that
such rethinking always occurs in the light of history. The volume
includes a completely new Introduction and two entirely new
chapters: one on reconceptualizing literacy learning as second
language learning, and another on taking a historical view of
responses to standardized testing. Throughout, in updating the
volume, Edelsky uses a variety of structural styles to note
contrasts in her views across time and to make the distinction
clear between the original material and the current additions. This
edition is a rare example of a scholarly owning-up to changes in
thinking, and a much needed demonstration of the historically
grounded nature of knowledge. As a whole, the third edition
emphasizes recursiveness and questioning within a deliberately
political framework.
Teachers, researchers, and theoreticians whose work has been
influenced by Kenneth Goodman contribute articles to this book.
There is a common theme in the linkages to Goodman's foundational
work in understanding language, learning and teaching.
This volume examines the writing of children enrolled in an unusual
bilingual program in the Southwest that emphasized writing in the
first language until literacy was well established, and which
attempted to offer an integrated curriculum. As a result, the
volume presents research findings on children's spelling in both
Spanish and English, their written code switches, segmentation,
beginnings and endings of pieces, quality of the content, the
relationship of first and second language writing, the role of the
teacher in children's writing, and evidence that refutes common
beliefs about writing, bilingualism, and other topics. From a
broader perspective, the volume presents three different, yet
interwoven stories: changes in children's writing over time;
evolution of the theoretical stance used to analyze writing as well
as changes in the theory that played an important role in shaping
some of what occurred in the children's classrooms; and an
unfolding of some of the events in this bilingual program and the
relation of these events to children's writing and classroom
practice.
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