Читать книгу Focus on Literacy - Danling Fu - Страница 2

Great Clarendon Street, Oxford, OX2 6DP, United Kingdom

Oxford University Press is a department of the University of Oxford.

It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries

© Oxford University Press 2015

The moral rights of the author have been asserted

First published in 2015

2019 2018 2017 2016 2015

10 9 8 7 6 5 4 3 2 1

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the ELT Rights Department, Oxford University Press, at the address above

You must not circulate this work in any other form and you must impose this same condition on any acquirer

Links to third party websites are provided by Oxford in good faith and for information only. Oxford disclaims any responsibility for the materials contained in any third party website referenced in this work

Photocopying

The Publisher grants permission for the photocopying of those pages marked ‘photocopiable’ according to the following conditions. Individual purchasers may make copies for their own use or for use by classes that they teach. School purchasers may make copies for use by staff and students, but this permission does not extend to additional schools or branches

Under no circumstances may any part of this book be photocopied for resale

ISBN: 978 0 19 400086 4

Printed in China

This book is printed on paper from certified and well-managed sources

ACKNOWLEDGMENTS

The authors and publisher are grateful to those who have given permission to reproduce the following extracts and adaptations of copyright material: p.8 Extract from “10 Things Every Literacy Educator Should Know About Research” by Nell K. Duke and Nicole M. Martin, The Reading Teacher, 65, (1), September 2011. © 2011 International Reading Association. Reproduced by permission of John Wiley and Sons. p.16 Extract republished with permission of Taylor and Francis Group LLC Books, from “Synthesis: Development of Literacy in Language-Minority Students” by Nonie Lesaux and Esther Geva from Developing literacy in second-language learners: report of the National Literacy Panel on Language-Minority Children and Youth by Diane August and Timothy Shanahan (eds.), Lawrence Erlbaum Associates, Inc (2006); permission conveyed through Copyright Clearance Center, Inc. p.33 Extract from “Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms” by Luis C. Moll, Cathy Amanti, Deborah Neff and Norma Gonzalez, Theory Into Practice, 31, (2), March 1992, reprinted by permission of Taylor & Francis Ltd, http://www.tandf.co.uk/journals. pp.34–35 Extract from Language, Power and Pedagogy by Jim Cummins, Multilingual Matters (2000). Reproduced by permission of Multilingual Matters. p.34 Extract from “Mother Tongue and Identity: Nobody could see that I was a Finn” by Antti Jalava from Minority Education: From Shame to Struggle by Tove Skutnabb-Kangas and Jim Cummins (eds.), Multilingual Matters (1988). Reproduced by permission of Multilingual Matters. p.35 Extract from “‘I don’t want to talk about’: Silencing students in today’s classrooms” by Carl E. James, Orbit Magazine, 25 (2), 1994. Reproduced by permission of the Ontario Institute for Studies in Education. p.38 With kind permission from Springer Science+Business Media: The Urban Review, “Urban Immigrant Students: How Transnationalism Shapes Their World Learning”, 39, (5), 2007, page 506, Patricia Sánchez. p.42 Extract from “A Comparison of Instructional Contexts in Writing Process Classrooms with Latino Children” by Kris. D. Gutierrez, Education and Urban Society, 24, (2), page 19, copyright © 1992 by SAGE Publications. Reprinted by Permission of Sage Publications. pp.46–7 Extract republished with permission of Taylor and Francis Group LLC Books, from “Multimodal Communicative Competence in Second Language Contexts” by Terry D. Royce from New directions in the analysis of multimodal discourse by Terry D. Royce and Wendy Bowcher (eds.), Routledge (2007); permission conveyed through Copyright Clearance Center, Inc. p.57 Extract from Teaching Writing in Mixed-Language Classrooms: Powerful Writing Strategies for All Students by Joanne Yatvin, Scholastic, Inc. (2009). Used by permission of Scholastic, Inc. pp.75–6 Extract from ““Doing” literature: Using drama to build literacy” by Jennifer Catney McMaster, The Reading Teacher, 51, (7), April 1998, published by John Wiley and Sons. p.86 Reprinted by permission of the Publisher. From Christian Faltis and Paula Wolfe, So Much To Say: Adolescents, Bilingualism and ESL in the Secondary School, New York: Teachers College Press. Copyright © 1999 by Teachers College, Columbia University. All rights reserved.

Sources: p.35 “An investigation into the achievement of African-Caribbean pupils” by Gloria Morgan, Multicultural Teaching, 14, (2). Trentham Books (1996). p.39 “Identity matters: Theories that help explore adolescent multilingual writers and their identities” by Youngjoo Yi in Reinventing Identities in Second Language Writing by Michelle Cox, Jay Jordan, Christina Ortmeier-Hooper and Gwen Gray Schwartz (eds.), National Council of Teachers of English (2010). pp.63, 70 English Language Learners in Literacy Workshops by Marsha Riddle Buly, National Council of Teachers of English (2012).

Although every effort has been made to trace and contact copyright holders before publication, this has not been possible in some cases. We apologize for any apparent infringement of copyright and if notified, the publisher will be pleased to rectify any errors or omissions at the earliest opportunity.