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The concept of "funds of knowledge" is based on a simple premise:
people are competent and have knowledge, and their life experiences
have given them that knowledge. The claim in this book is that
first-hand research experiences with families allow one to document
this competence and knowledge, and that such engagement provides
many possibilities for positive pedagogical actions.
Drawing from both Vygotskian and neo-sociocultural perspectives in
designing a methodology that views the everyday practices of
language and action as constructing knowledge, the funds of
knowledge approach facilitates a systematic and powerful way to
represent communities in terms of the resources they possess and
how to harness them for classroom teaching.
This book accomplishes three objectives: It gives readers the basic
methodology and techniques followed in the contributors' funds of
knowledge research; it extends the boundaries of what these
researchers have done; and it explores the applications to
classroom practice that can result from teachers knowing the
communities in which they work.
In a time when national educational discourses focus on system
reform and wholesale replicability across school sites, this book
offers a counter-perspective stating that instruction must be
linked to students' lives, and that details of effective pedagogy
should be linked to local histories and community contexts. This
approach should not be confused with parent participation programs,
although that is often a fortuitous consequence of the work
described. It is also not an attempt to teach parents "how to do
school" although that could certainly be an outcome if the parents
so desired. Instead, the funds of knowledge approach attempts to
accomplish something that may be even more challenging: to alter
the perceptions of working-class or poor communities by viewing
their households primarily in terms of their strengths and
resources, their defining pedagogical characteristics.
"Funds of Knowledge: Theorizing Practices in Households,
Communities, and Classrooms" is a critically important volume for
all teachers and teachers-to-be, and for researchers and graduate
students of language, culture, and education.
The concept of "funds of knowledge" is based on a simple premise:
people are competent and have knowledge, and their life experiences
have given them that knowledge. The claim in this book is that
first-hand research experiences with families allow one to document
this competence and knowledge, and that such engagement provides
many possibilities for positive pedagogical actions.
Drawing from both Vygotskian and neo-sociocultural perspectives in
designing a methodology that views the everyday practices of
language and action as constructing knowledge, the funds of
knowledge approach facilitates a systematic and powerful way to
represent communities in terms of the resources they possess and
how to harness them for classroom teaching.
This book accomplishes three objectives: It gives readers the basic
methodology and techniques followed in the contributors' funds of
knowledge research; it extends the boundaries of what these
researchers have done; and it explores the applications to
classroom practice that can result from teachers knowing the
communities in which they work.
In a time when national educational discourses focus on system
reform and wholesale replicability across school sites, this book
offers a counter-perspective stating that instruction must be
linked to students' lives, and that details of effective pedagogy
should be linked to local histories and community contexts. This
approach should not be confused with parent participation programs,
although that is often a fortuitous consequence of the work
described. It is also not an attempt to teach parents "how to do
school" although that could certainly be an outcome if the parents
so desired. Instead, the funds of knowledge approach attempts to
accomplish something that may be even more challenging: to alter
the perceptions of working-class or poor communities by viewing
their households primarily in terms of their strengths and
resources, their defining pedagogical characteristics.
"Funds of Knowledge: Theorizing Practices in Households,
Communities, and Classrooms" is a critically important volume for
all teachers and teachers-to-be, and for researchers and graduate
students of language, culture, and education.
The purpose of English for Professional Success is to empower
students with the language and life skills they need to carry out
their career goals. To this end it provides ample opportunities for
students to build awareness and practice the language in real-life
scenarios. Its integrated skills approach develops the student's
self-confidence to survive and succeed in professional and social
encounters within an English-speaking global community. University
students regardless of their major will immediately be motivated by
the opportunity to prepare for the job market as they practice
their English language skills in the following job-related
scenarios. Professional development Continuing education, graduate
school, distance learning, student employment, and performance
evaluation Job hunting How to read want ads, deal with application
forms, plan and write cover letters and resumes, develop interview
skills and learn what employers look for in a candidate Relocating
Apartment hunting, deciding whether or not to look for a roommate
and how to do so, handling landlords, interpreting leases, dealing
with household problems On the job skills Problem-solving, setting
goals, creating action plans, decision-making, developing
time-management skills, dealing with change within a company The
language of work Learning the language of warehousing, placing
orders, participating in meetings, giving formal presentations,
practicing moderating skills
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