Foreword by: Gloria Ladson-Billings
Publication Date: May 14, 2016
Series: Language and Literacy Series
This book introduces a variety of inclusive strategies for teaching language and literacy in kindergarten through 2nd grade. Readers are invited into classrooms where racially, culturally, and linguistically diverse children’s experiences, unique strengths, and expertise are supported and valued. Chapters focus on oral language, reading, and writing development and include diverse possibilities for culturally relevant and inclusive teaching. Featured teaching strategies foster academic success, cultural competence, and critical consciousness—leading students to read their worlds and question educational and societal inequities.
Early childhood teachers will find this book invaluable as they consider effective ways to teach diverse children. The hands-on examples and strategies portrayed will help educators expand their thinking and repertoires regarding what is possible—and needed—in the language and literacy education curriculum. Unique in its focus on equitable, fully inclusive, and culturally relevant language and literacy teaching, this important book will help K–2 teachers (re)think and (re)conceptualize their own practices.
Mariana Souto-Manning is associate professor and coordinator of the Early Childhood Education Program at Teachers College, Columbia University. Her books include Courageous Leadership in Early Childhood Education, Multicultural Teaching in the Early Childhood Classroom, and Teachers Act Up! Jessica Martell is an elementary school teacher with over 17 years of experience working with diverse student populations in New York City’s public schools.
"In Reading, Writing, and Talk, Souto-Manning and Martell succeed in honoring their commitment to 'reading words, but also reading worlds - and rewriting them transformatively, in just and inclusive ways'"
—Journal of Education
"This book is an important read for current and future primary grade teachers who want to help children achieve their full potential through culturally-relevant and inclusive instruction. Souto-Manning and Martell identify many ways teachers can honor the voices, stories, languages, and cultures that the children bring to the classroom and promote high levels of academic achievement. The authors gently guide teachers to consider their current views of diversity and demonstrate how a deficit view and standardization of the curriculum and/or not holding high expectations for children can limit their potential."
“Souto-Manning and Martell identify many ways teachers can honor the voices, stories, languages, and cultures that the children bring to the classroom and promote high levels of academic achievement.”
—Teachers College Record
Reading, Writing, and Talk offers us a great opportunity to explore pedagogical strategies that are diverse and inclusive. It reminds us that our children offer us limitless possibilities for understanding them and the world. It reminds us that a world of possibility exists in our young children and we have a chance to embrace that possibility if we are willing to embrace them and their full humanity.
—From the foreword by Gloria Ladson-Billings, University of Wisconsin-Madison
In Reading, Writing, and Talk, Souto-Manning and Martell provide a vision of classrooms where diversity is the norm and all learners are valued participants. Readers will discover a treasure of teacher and student collaborative experiences to engage diverse learners.
- Yetta and Ken Goodman, University of Arizona
“Teach for, and amidst, the diverse children in our K–2 classrooms. That’s a lovely goal. But how does one do that? Souto-Manning and Martell take on this question with enthusiasm, pedagogical insight, and a deep commitment to a just and respectful education for all. Their task is not an easy one, given the ever shifting classroom complexities of small children of varied cultural, linguistic, and social trajectories. Thus, these co-authors do not offer a pedagogical bible or a list of teaching commandments. Rather they offer rich vignettes and pragmatic guidance for learning about, responding to, and respectfully building community among children sharing present classroom space and, so we wish, a more humane future for our shared humanity. We readers are in their debt.”
—Anne Haas Dyson, Professor, Education Policy, Organization and Leadership, University of Illinois College of education
"Reading, Writing, and Talk: Inclusive Teaching Strategies for Diverse K-2 Learners is a beautifully written book filled with powerful examples of the academically challenging yet strength-based, affirming and culturally sustaining pedagogical practices so needed in today’s diverse classrooms. Souto-Manning and Martell weave together theory, research, and action to illuminate a story of hope and possibility for developing the powerful reader and writer in every child. I heartily recommend this book for all of the teachers lucky enough to work on a daily basis with our brilliant early elementary students."
—Ernest Morrell, Teachers College, Columbia University
2016 AESA Critics’ Choice Award