Social Diversity within Multiliteracies

<p>Using a multiliteracies theoretical framework highlighting social diversity and multimodality as central in the process of meaning making, this book examines literacy teaching and learning as embedded in cultural, linguistic, racial, sexual, and gendered contexts and explores ways to foster learning and achievement for diverse students in various settings. Attending simultaneously to topics around two overarching and interrelated themes—languages and language variations, and cultures, ethnicities, and identities—the chapter authors examine the roles that multiliteracies play in students’ lives in and out of classrooms. In Part I, readers are asked to examine beliefs and dispositions as related to different languages, language varieties, cultures, ethnicities, and identities. Part II engages readers in examining classroom and community practices related to different languages and language varieties, cultures, ethnicities, and identities.</p> <p>Preface</p><p>Chapter 1: Reflections on the Past, Working within the "Future": Advancing a Multiliteracies Theory and Pedagogy <em>Fenice B. Boyd and Cynthia H. Brock</em></p><p><strong>PART I: Exploring Languages, Language Varieties, Culture, Ethnicity, and Identities</strong></p><p>Chapter 2<strong>:</strong> Language Study in Teacher Education: Cultivating Teachers’ Understandings of Language Variation <em>Debra Goodman</em></p><p>Chapter 3<b>: "</b>Deadly Ways to Learn:" Language Variation, Ideology, and Learning Literacies <em>Cynthia H. Brock, Jenni Carter, and Fenice B. Boyd</em></p><p>Chapter 4<b>: </b>My Life in Stories, My World in Pictures: A View of Multiliteracies from the Outside In <em>Rachel G. Salas and Julie L. Pennington</em></p><p>Chapter 5<strong>: </strong>White Male Teachers Exploring Language, Literacy, and Diversity: A Self-Study of Perceptions of Diversity(ies) <em>Mary B. McVee, David Fronzack, Jay Stainsby, and Chad White</em></p><p>Chapter 6<b>: </b>Embracing Sexual Diversity in Classroom Teaching <em>Lynda R. Wiest</em></p><p>Chapter 7: Designing Safe Places to Talk about Contentious Topics <em>Fenice B. Boyd and Andrea L. Tochelli</em></p><p><strong>PART II: Exploring Languages, Language Varieties, Culture, Ethnicity, and Identities in Classrooms and Communities</strong></p><p>Chapter 8<b>: </b>Code-switching and Contrastive Analysis: Tools of Language and Culture Transform the Dialectally Diverse Classroom <em>Rebecca Wheeler and Rachel Swords </em></p><p>Chapter 9:<strong> </strong>Tangled in <i><strong>Charlotte’s Web</strong></i>: Lessons Learned from English Learners <em>Claudia Christensen Haag and Margaret Compton</em></p><p>Chapter 10: Culture and Identity: Promoting the Literacies of a Sudanese Father and Son <em>Doris Walker-Dalhouse and A. Derick Dalhouse</em></p><p>Chapter 11: Social Equity Teaching in Action: My Community IS My Classroom <em>Gwendolyn Thompson McMillon and David Benjamin McMillon</em></p><p>Chapter 12: Transforming Locked Doors: Using Multiliteracies to Recontextualize Identities and Learning for Youth Living on the Margins <em>Sean Turner</em></p><p>Chapter 13: "That Teacher Just Uses Her Mouth": Inviting Linguistically Diverse Students to Learn <em>Zaline M. Roy-Campbell</em></p><p><strong>PART III: Lessons Learned about Social Diversities within Multiliteracies</strong></p><p>Chapter 14: Transforming Practice in Action <em>Cynthia H. Brock and Fenice B. Boyd</em></p>