This book names and confounds the mono-mainstream assumption that invisibly frames much research, the ideologies that normalize monolingualism, monoculturalism, monoliteracy, mononationalism, and/or monomodal ways of knowing. In its place, the authors propose multi- and trans- lenses of these phenomena steeped in a raciolinguistic perspective on Bourdieu's reflexive sociology to move toward a more accurate, multidimensional view of racialized peoples' literacy and language practices. To achieve this, they first engage in a comprehensive review of literacies, languaging, and a critical sociocultural framework. Then, the distinct testimonios of four women underscore this framework in practice, followed by action steps for research, policy, and pedagogy. This book will be of particular interest to literacy and language education researchers.
Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.
Alexandra (Ale) Babino is Assistant Professor and Director of Bilingual/ESL Education at Texas A&M University - Commerce, USA. She explores how and why bilinguals become biliterate and bicultural from a systems' perspective in dual language and teacher preparation programs.
Mary Amanda (Mandy) Stewart is Associate Professor of Literacy at Texas Woman's University, USA. Her research promotes the biliteracy of adolescent emergent bilinguals, focusing on translingual and critical pedagogies.
Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.
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Buch. Etat : Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This book names and confounds the mono-mainstream assumption that invisibly frames much research, the ideologies that normalize monolingualism, monoculturalism, monoliteracy, mononationalism, and/or monomodal ways of knowing. In its place, the authors propose multi- and trans- lenses of these phenomena steeped in a raciolinguistic perspective on Bourdieu's reflexive sociology to move toward a more accurate, multidimensional view of racialized peoples' literacy and language practices. To achieve this, they first engage in a comprehensive review of literacies, languaging, and a critical sociocultural framework. Then, the distinct testimonios of four women underscore this framework in practice, followed by action steps for research, policy, and pedagogy. This book will be of particular interest to literacy and language education researchers. 292 pp. Englisch. N° de réf. du vendeur 9783030561376
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Buch. Etat : Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This book names and confounds the mono-mainstream assumption that invisibly frames much research, the ideologies that normalize monolingualism, monoculturalism, monoliteracy, mononationalism, and/or monomodal ways of knowing. In its place, the authors propose multi- and trans- lenses of these phenomena steeped in a raciolinguistic perspective on Bourdieu's reflexive sociology to move toward a more accurate, multidimensional view of racialized peoples' literacy and language practices. To achieve this, they first engage in a comprehensive review of literacies, languaging, and a critical sociocultural framework. Then, the distinct testimonios of four women underscore this framework in practice, followed by action steps for research, policy, and pedagogy. This book will be of particular interest to literacy and language education researchers. N° de réf. du vendeur 9783030561376
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Buch. Etat : Neu. This item is printed on demand - Print on Demand Titel. Neuware -This book names and confounds the mono-mainstream assumption that invisibly frames much research, the ideologies that normalize monolingualism, monoculturalism, monoliteracy, mononationalism, and/or monomodal ways of knowing. In its place, the authors propose multi- and trans- lenses of these phenomena steeped in a raciolinguistic perspective on Bourdieu's reflexive sociology to move toward a more accurate, multidimensional view of racialized peoples' literacy and language practices. To achieve this, they first engage in a comprehensive review of literacies, languaging, and a critical sociocultural framework. Then, the distinct testimonios of four women underscore this framework in practice, followed by action steps for research, policy, and pedagogy. This book will be of particular interest to literacy and language education researchers.Springer-Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 292 pp. Englisch. N° de réf. du vendeur 9783030561376
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