{"title":"Language and Literacy Series","description":"\u003ch4 class=\"p1\"\u003eSeries Editors: Donna E. Alvermann and María Paula Ghiso\u003c\/h4\u003e\n\u003ch4 class=\"p1\"\u003eFounding Editor: Dorothy S. Strickland\u003cbr\u003eEmeritus editor: Celia Genishi\u003c\/h4\u003e\n\u003cp class=\"p1\"\u003e\u003cstrong\u003eMaría Paula Ghiso\u003c\/strong\u003e, is an assistant professor in the Department of Curriculum and Teaching at Teachers College, Columbia University. Her scholarly interests include early childhood literacy in multilingual and transnational contexts. María Paula is a former New York City dual language teacher and has facilitated professional development on language and literacy learning in a range of contexts. She has published in venues such as \u003cem\u003eJournal of Literacy Research, Equity and Excellence in Education, Research in the Teaching of English, \u003c\/em\u003eand\u003cem\u003e Teachers College Record.\u003c\/em\u003e\u003c\/p\u003e\n\u003cp class=\"p1\"\u003e\u003cstrong\u003eDonna E. Alvermann\u003c\/strong\u003e teaches courses in popular culture and adolescent literacy at the University of Georgia, where she holds the title of Distinguished Research Professor in Language and Literacy Education. Donna has been a middle\/junior high school teacher in Houston, Texas, and Elmira, New York. She has been a fan of “all things pop culture” since the mid-1950s, when she was president of the James Dean Fan Club. Currently, she counts Facebook, YouTube, and Second Life among her favorite pop culture texts.\u003c\/p\u003e\n\u003cp class=\"p1\"\u003e\u003cem\u003eSeries Board:\u003c\/em\u003e \u003cstrong\u003eRichard Allington\u003c\/strong\u003e, University of Tennessee • \u003cstrong\u003eKathryn Au\u003c\/strong\u003e, School-Rise • \u003cstrong\u003eColette Daiute\u003c\/strong\u003e, The City College of New York • \u003cstrong\u003eAnne Haas Dyson\u003c\/strong\u003e, University of Illinois, College of Education • \u003cstrong\u003eCarole Edelsky\u003c\/strong\u003e, Arizona State University • \u003cstrong\u003eMary Juzwik\u003c\/strong\u003e, Michigan State University • \u003cstrong\u003eSusan Lytle\u003c\/strong\u003e, University of Pennsylvania • \u003cstrong\u003eDjango Paris\u003c\/strong\u003e, University of Washington • \u003cstrong\u003eTimothy Shanahan\u003c\/strong\u003e, University of Illinois at Chicago\u003c\/p\u003e\n\u003ch4\u003e\u003cem\u003eProposals:\u003c\/em\u003e\u003c\/h4\u003e\n\u003cp\u003ePlease submit book proposals to any or all of the following:\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eMaría Paula Ghiso, \u003c\/strong\u003e\u003ca href=\"mailto:mpg2134@columbia.edu\"\u003empg2134@columbia.edu\u003c\/a\u003e\u003cbr\u003e\u003cstrong\u003eDonna E. Alvermann, \u003c\/strong\u003e\u003ca href=\"mailto:dalverma@uga.edu\"\u003edalverma@uga.edu\u003c\/a\u003e\u003cbr\u003e\u003cstrong\u003eAlyssa Jordan, \u003c\/strong\u003e\u003ca href=\"mailto:tcpress@tc.edu\"\u003etcpress@tc.edu\u003c\/a\u003e\u003c\/p\u003e\n\u003cdiv data-settings='{\"hits_per_page\": 20, \"max_items_per_row\": 5, \"show_sort_by_dropdown\": true}' data-refinements='{\"series\":\"Language and Literacy Series\"}' id=\"supadu-search-embed-page\"\u003e\u003c\/div\u003e","products":[{"product_id":"translanguaging-for-emergent-bilinguals_9780807787366","title":"Translanguaging for Emergent Bilinguals","description":"\u003cp\u003e\u003cb\u003eThis updated edition offers a readable and practical explanation of what translanguaging is and how it can be used to inform instruction in K–12 schools. \u003c\/b\u003e\u003cbr\u003e\u003cbr\u003eThrough \u003cb\u003eengaging vignettes\u003c\/b\u003e from a variety of monolingual and translanguaging settings, this book traces the challenges encountered by emergent bilingual students (EBs) and the schools that serve them and \u003cb\u003erecommends promising solutions\u003c\/b\u003e. Find additional chapter resources, companion videos, and more at translanguagingforebs.com.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eEach chapter of this second edition has been updated\u003c\/b\u003e to reflect new scholarship in translanguaging theory and practice, address and clarify common criticisms of translanguaging, and speak to current challenges to implementing translanguaging-informed practices. Among the updates are expanded content on dual-language bilingual programs, critical literacy, working with children who have experienced war and displacement, new and emerging technologies such as translation tools and artificial intelligence chatbots, and language-focused instruction in translanguaging classrooms. The book ends with \u003cb\u003econcrete takeaways for successfully adopting translanguaging in different education settings\u003c\/b\u003e.\u003cbr\u003e\u003cbr\u003eBy embracing home languages and cultures, this approach nurtures the development of multiple literacies, enabling individuals to thrive academically, socially, linguistically, and intellectually.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eOffers a thorough examination of the realities of educating EBs in U.S. classrooms and proposes translanguaging as a promising approach.\u003c\/li\u003e\n\u003cli\u003eProvides classroom vignettes from diverse settings to illustrate the limitations of monolingual approaches and demonstrate the potential of translanguaging.\u003c\/li\u003e\n\u003cli\u003eOutlines concrete teaching strategies for translanguaging practice.\u003c\/li\u003e\n\u003cli\u003eAddresses both academic and social issues EBs encounter in schools.\u003c\/li\u003e\n\u003cli\u003eIncludes examples reflecting the experience of EBs with diverse backgrounds: newly arrived, U.S.-born, long-term ELs, high achievers, and youth who have experienced war and displacement.\u003c\/li\u003e\n\u003cli\u003eExplicitly addresses questions frequently raised by classroom teachers and administrators.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Danling Fu","offers":[{"title":"Default Title","offer_id":43037190488166,"sku":"9780807787366","price":41.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807787366.jpg?v=1771608133"},{"product_id":"translanguaging-for-emergent-bilinguals_9780807787373","title":"Translanguaging for Emergent Bilinguals","description":"\u003cp\u003e\u003cb\u003eThis updated edition offers a readable and practical explanation of what translanguaging is and how it can be used to inform instruction in K–12 schools. \u003c\/b\u003e\u003cbr\u003e\u003cbr\u003eThrough \u003cb\u003eengaging vignettes\u003c\/b\u003e from a variety of monolingual and translanguaging settings, this book traces the challenges encountered by emergent bilingual students (EBs) and the schools that serve them and \u003cb\u003erecommends promising solutions\u003c\/b\u003e. Find additional chapter resources, companion videos, and more at translanguagingforebs.com.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eEach chapter of this second edition has been updated\u003c\/b\u003e to reflect new scholarship in translanguaging theory and practice, address and clarify common criticisms of translanguaging, and speak to current challenges to implementing translanguaging-informed practices. Among the updates are expanded content on dual-language bilingual programs, critical literacy, working with children who have experienced war and displacement, new and emerging technologies such as translation tools and artificial intelligence chatbots, and language-focused instruction in translanguaging classrooms. 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Find additional chapter resources, companion videos, and more at translanguagingforebs.com.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eEach chapter of this second edition has been updated\u003c\/b\u003e to reflect new scholarship in translanguaging theory and practice, address and clarify common criticisms of translanguaging, and speak to current challenges to implementing translanguaging-informed practices. Among the updates are expanded content on dual-language bilingual programs, critical literacy, working with children who have experienced war and displacement, new and emerging technologies such as translation tools and artificial intelligence chatbots, and language-focused instruction in translanguaging classrooms. 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Each chapter includes \u003cb\u003eteaching tools and blueprints for collaborating with students and families\u003c\/b\u003e to best support bilingual nonspeaking learners—and all children—through expansive classroom communication. \u003c\/p\u003e\u003cp\u003e\u003ci\u003eTeaching Beyond Spoken Words\u003c\/i\u003e includes \u003cb\u003egraphic organizers and lesson materials\u003c\/b\u003e for incorporating multimodal, multilingual communication practices into preschool, kindergarten, and elementary school classrooms and learning spaces.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eCenters the communication practices of bilingual nonspeaking children to rewrite how everyone communicates in the classroom. \u003c\/li\u003e\n\u003cli\u003eOffers a roadmap for expanding perceptions of communication, bilingualism, and meaning-making to improve learning for all students and educators. \u003c\/li\u003e\n\u003cli\u003eIncludes “Teaching in Action” materials with every chapter to help readers enact communicative justice in their own learning communities and classrooms.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Lilly Padía","offers":[{"title":"Default Title","offer_id":43037194125414,"sku":"9780807786987","price":39.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807786987.jpg?v=1771608165"},{"product_id":"teaching-beyond-spoken-words_9780807786994","title":"Teaching Beyond Spoken Words","description":"\u003cp\u003e\u003cb\u003eThis book presents strategies to help educators understand, communicate with, and support their multilingual nonspeaking children.\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eWe often tell parents and caregivers to carry over specific skills and strategies that are taught to their children in classrooms and provider sessions, but rarely, if ever, do we encourage educators to carry over strategies that are occurring in the child’s family and community. \u003c\/p\u003e\u003cp\u003eCentered on case studies of four families of nonspeaking bilingual children, this book demonstrates the vibrant communication systems families create to navigate daily life together. 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This is the text that early childhood educators need\u003c\/i\u003e.\"—Gloria Ladson-Billings, \u003c\/b\u003eauthor of \u003ci\u003eCulturally Relevant Pedagogy\u003c\/i\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003e\u003ci\u003e“A timely and powerful reminder. We need this second edition more than ever before.” \u003c\/i\u003e\u003c\/b\u003e\u003cb\u003e—H. Richard Milner IV, \u003c\/b\u003eVanderbilt University\u003cbr\u003e\u003cb\u003e\u003ci\u003e“This compelling new edition is a must-read for all early childhood teachers.\" \u003c\/i\u003e\u003c\/b\u003e\u003cb\u003e— Lester W. 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Young Jr., \u003c\/b\u003echancellor, NYS Board of Regents\u003cbr\u003eThis new edition of the bestseller \u003ci\u003eReading, Writing, and Talk\u003c\/i\u003e responds to the urgent need for creating language and literacy pathways that are inclusive, intentional, and center wholeness and belonging.\u003cbr\u003eThe authors explain, show, and offer critical reflections on the development, teaching, and learning of reading, writing, and talk from preschool through the early grades—across language practices, dis\/abilities, and contexts. This second edition troubles whose reading, writing, and talk belongs in schools, offering insights into and examples of fostering belonging in the classroom. It elucidates the racialization of academic language and analyzes school-sponsored language and literacy curricula to demonstrate the power of expansive literacies and linguistic justice in practice. 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Specifically, vignettes from kindergarten through middle school classrooms are used to demonstrate practices that address critical areas of the reading process; are responsive to students’ racial, ethnic, cultural, gender, and linguistic histories and assets; attend to students’ strengths and needs; and go beyond short-term gains on high-stakes tests to support optimal and sustainable learning. \u003c\/p\u003e\u003cp\u003e\u003ci\u003eEquitable Literacy Instruction for Students in Poverty\u003c\/i\u003e \u003cb\u003efeatures vignettes from leading literacy scholars\u003c\/b\u003e, including Elizabeth Baker, Susan Cantrell, Jill Lewis Spector, Allison Skerrett, and Kelly Wissman. 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The author reveals how four dimensions of relevance—Identity, Spatiality, Temporality, and Ideology—can guide educators in supporting the reading and meaning-making experiences of students in ways that honor the complexities of their lives and enhance their criticality. 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Try it! You’ll like it!” \u003c\/i\u003e\u003c\/b\u003e\u003cb\u003e— From the Foreword by P. David Pearson, coauthor of\u003c\/b\u003e\u003cb\u003e\u003ci\u003e A History of Literacy Education\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eUse this new, field-tested model to empower early literacy learners in kindergarten to 3rd grade.\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eThis book introduces the Cycle of Responsibility (COR) model—the next step in the evolution of the Gradual Release of Responsibility model, which has been a conceptual mainstay of literacy education for decades. \u003cb\u003eThis new model shifts the current linear model to a cyclical process of multifaceted interactions that better reflect the complexities of early literacy\u003c\/b\u003e, with an emphasis on constructing knowledge together in the context of vibrant learning communities. 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It is a must-read for all who care about literacy, equity, and empowerment.” \u003c\/i\u003e\u003c\/b\u003e\u003cb\u003e—Linda Darling-Hammond, president, Learning Policy Institute, and author of \u003c\/b\u003e\u003cb\u003e\u003ci\u003eThe Flat World and Education\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eDifferences in performance between students living in poverty and more advantaged students are reflective of an opportunity gap, as opposed to a gap in student ability. \u003cb\u003eWalker-Dalhouse and Risko focus on disparities in literacy achievement that might be attributed to color-blind practices, deficit mindsets, low expectations, or context-neutral practices. \u003c\/b\u003eSituating literacy learning within a comprehensive view of literacy development, they provide a set of instructional practices that will best support students living in poverty. 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Try it! You’ll like it!” \u003c\/i\u003e\u003c\/b\u003e\u003cb\u003e— From the Foreword by P. David Pearson, coauthor of\u003c\/b\u003e\u003cb\u003e\u003ci\u003e A History of Literacy Education\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eUse this new, field-tested model to empower early literacy learners in kindergarten to 3rd grade.\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eThis book introduces the Cycle of Responsibility (COR) model—the next step in the evolution of the Gradual Release of Responsibility model, which has been a conceptual mainstay of literacy education for decades. \u003cb\u003eThis new model shifts the current linear model to a cyclical process of multifaceted interactions that better reflect the complexities of early literacy\u003c\/b\u003e, with an emphasis on constructing knowledge together in the context of vibrant learning communities. 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The authors describe how teachers can expect to “wobble” as they adapt instruction to the needs of their students, while also incorporating new insights about their own positionality and preconceptions of teaching. Readers are encouraged to recognize this flexibility as a positive process or “flow” that can be used to address challenges and adopt ambitious teaching strategies like those depicted in this book. 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Three anchoring themes are offered to support literacy-based climate pedagogy—interconnectivity, relationality, and action—with rich classroom examples and different entry points to engage with these themes, either by “starting small” or “going big.” The text includes chapters on the importance of taking an emotionally affirming stance and on the potential of incorporating arts-based methods. 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Presenting authentic narratives of Afro-Caribbean youth, the author describes how teachers and educators can: (1) teach the Black literate immigrant; (2) use literacy and English language arts curriculum as a vehicle for instructing Black immigrant youth; (3) foster relations among Black immigrants and their peers through literacy; and (4) connect parents, schools, and communities. The text includes lesson plans, instructional modules, and templates that range in their focus from K–12 to college.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eDetails how teachers, curriculum, and instruction can benefit from understanding the experiences of Black immigrant students, and how that experience differs from other Black American students.\u003c\/li\u003e\n\u003cli\u003eHighlights authentic narratives that center the holistic voices of Afro-Caribbean immigrant youth from Jamaica and the Bahamas. \u003c\/li\u003e\n\u003cli\u003eDemonstrates how students grapple with racialization, becoming immigrants, and the responses of others to their use of Englishes in the United States. \u003c\/li\u003e\n\u003cli\u003eOffers research-based methods for teaching all students to draw on their metalinguistic, metacultural, and metaracial understandings in literacy and ELA classrooms.\u003c\/li\u003e\n\u003cli\u003ePresents concrete strategies for supporting Black immigrant populations in establishing and sustaining a sense of community across linguistic, cultural, and racial contexts.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Patriann Smith","offers":[{"title":"Default Title","offer_id":43037205725286,"sku":"9780807782026","price":39.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807782026.jpg?v=1771608265"},{"product_id":"widening-the-lens_9780807769034","title":"Widening the Lens","description":"\u003cp\u003eDrawing on an asset-based approach to adolescents and their literacy practices, this book is a powerful resource for secondary teachers across all content areas. The authors encourage a “widened lens” approach that considers varied perspectives and research findings when engaging in multiple and often competing initiatives, issues, and pedagogies. Using examples from their own and others’ classroom experiences, the authors explore numerous theoretical and practical understandings of literacy to inform classroom instruction. They discuss different theories of literacy instruction and the ways that sociocultural and cognitive approaches to literacy like the Science of Reading and Whole Language can work in concert with each other. Readers will find relevant information about adolescents’ multiliteracies, text selection and complexity, and meeting the needs of diverse learners. With suggested resources, teaching strategies, and discussion questions throughout, this is an ideal text for teacher education courses, professional learning communities, and professionals who want to learn more about how to support adolescents’ literacy development.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eResearch-based strategies to improve the reading ability of adolescents.\u003c\/li\u003e\n\u003cli\u003eConcise descriptions of current literacy approaches commonly referenced in educational policy and the media.\u003c\/li\u003e\n\u003cli\u003eApplication suggestions with scenarios from middle and high school classrooms.\u003c\/li\u003e\n\u003cli\u003eGuiding questions to help beginning teachers reflect on their own literacy experiences and their adolescent students.\u003c\/li\u003e\n\u003cli\u003eTables and a glossary of key terms to support readers’ understanding of complex concepts.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Deborah Vriend Van Duinen","offers":[{"title":"Default Title","offer_id":43037201793126,"sku":"9780807769034","price":124.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807769034.jpg?v=1771608250"},{"product_id":"teaching-climate-change-to-children_9780807782439","title":"Teaching Climate Change to Children","description":"\u003cp\u003e\u003ci\u003eTeaching Climate Change to Children\u003c\/i\u003e describes the journey of two literacy researchers to learn about climate change and support relevant literacy pedagogy for young children (pre-K–6). The authors argue that climate change and social justice are inextricable from each other; that children in the younger grades are capable of learning about climate change; and that reading, writing, and language study is well-suited to this work. Three anchoring themes are offered to support literacy-based climate pedagogy—interconnectivity, relationality, and action—with rich classroom examples and different entry points to engage with these themes, either by “starting small” or “going big.” The text includes chapters on the importance of taking an emotionally affirming stance and on the potential of incorporating arts-based methods. With love for the Earth and one another at its core, this accessible book takes a broad view of what it means to cultivate sustainable futures for our planet, for teachers, and for children in today’s schools.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eA unique focus on teaching about climate change to young children, as opposed to adolescents.\u003c\/li\u003e\n\u003cli\u003eInsights drawn from a yearlong teacher inquiry group with classroom teachers and from literacy methods courses with preservice teachers.\u003c\/li\u003e\n\u003cli\u003eExplicit attention to the importance of humanizing and care-based practices in literacy-based climate pedagogy.\u003c\/li\u003e\n\u003cli\u003eClassroom examples collected across four urban public schools where teachers used the activities and resources discussed in the book.\u003c\/li\u003e\n\u003cli\u003eUser-friendly textboxes with suggestions and questions to guide discussion, reflection, and action.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Rebecca Woodard","offers":[{"title":"Default Title","offer_id":43037204217958,"sku":"9780807782439","price":42.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807782439.jpg?v=1771608250"},{"product_id":"teaching-climate-change-to-children_9780807769782","title":"Teaching Climate Change to Children","description":"\u003cp\u003e\u003ci\u003eTeaching Climate Change to Children\u003c\/i\u003e describes the journey of two literacy researchers to learn about climate change and support relevant literacy pedagogy for young children (pre-K–6). The authors argue that climate change and social justice are inextricable from each other; that children in the younger grades are capable of learning about climate change; and that reading, writing, and language study is well-suited to this work. Three anchoring themes are offered to support literacy-based climate pedagogy—interconnectivity, relationality, and action—with rich classroom examples and different entry points to engage with these themes, either by “starting small” or “going big.” The text includes chapters on the importance of taking an emotionally affirming stance and on the potential of incorporating arts-based methods. 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The heart of the book is organized according to four purposes for selecting and using literature: \u003ci\u003ecare for ourselves and one another, connect with the past to understand the present, closely observe the world around us, \u003c\/i\u003eand \u003ci\u003e cultivate critical consciousness\u003c\/i\u003e. Each chapter includes classroom stories, accessible research, reasons for why this matters now, and criteria for selecting for this purpose. 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