Multicultural and Multilingual Literacy and Language: Contexts and Practices Book

	Introduction: Constructing Pedagogies of Empowerment in Multicultural and Multilingual Classrooms: Implications for Theory and Practice	1
I.	Language, Texts, and Contexts
Chapter 1	Literacy, Learning, and Language Variation: Implications for Instruction	15
Chapter 2	Texts and English Language Learners: Scaffolding Entree to Reading	32
Chapter 3	Classroom Language: Inviting All Students to Participate	54
II.	Teacher Ideologies and Motivation for Change
Chapter 4	Learning to Look through a New Lens: One Teacher's Reflection on the Change Process as Related to Cultural Awareness	77
Chapter 5	When "What We Say" and "What We Do" Don't Match	93
Chapter 6	On Listening to What Others Say: Narrative as a Catalyst to Uncover Issues of Racial and Cultural Diversity	106
Chapter 7	Teaching Language Arts from a Multicultural Perspective: A Junior High School Experience	130
Chapter 8	Listening to Inner-City Teachers of English Language Learners: Differentiating Literacy Instruction	144
III.	Students' Voices on Issues of Literacy Learning and Diversity
Chapter 9	In Retrospect: Learning to Learn from Adolescents' Reading Experiences	163
Chapter 10	Reader Response, Culturally Familiar Literature, and Reading Comprehension: The Case of Four Latina(o) Students	180
Chapter 11	Parallel Development of Writing in English and German	207
Chapter 12	Supporting the Silent Second-Language Learner: A Professor Learns from a Kindergartner	218
IV.	Out-of-Classroom Influences on Literacy Learning
Chapter 13	Teaching Interrupted: The Effect of High-Stakes Testing on Literacy Instruction in a Texas Elementary School	241
Chapter 14	Fostering Systems of Support for Teachers and Students	262
Chapter 15	The Empowering Literacy Practices of an African American Church	280
Chapter 16	Family Literacy: Learning from an Asian Immigrant Family	304
	Conclusions: Improving Literacy Instruction for All Children: Current Concerns and Future Directions	323
	Index	332