Educating for Language and Literacy Diversity

1. Front Matter

   Pages i-xiii

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2. Introduction

   1. Introduction

      • Mastin Prinsloo, Christopher Stroud

      Pages 1-19

3. Studying Diversity in Education Settings

   1. Front Matter

      Pages 21-21

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   2. Classroom Constructions of Language and Literacy Activity

      • Constant Leung, Brian Street

      Pages 23-44

   3. What is Quechua Literacy for? Ideological Dilemmas in Intercultural Bilingual Education in the Peruvian Andes

      • Virginia Zavala

      Pages 45-72

   4. Growth of Communicative Competence in a Dynamic African Context: Challenges for Developmental Assessment

      • Robert Serpell

      Pages 73-96

   5. Moving between Ekasi and the Suburbs: the Mobility of Linguistic Resources in a South African De(re)segregated School

      • Carolyn McKinney

      Pages 97-115

   6. Shades, Voice and Mobility: Remote Communities Resist and Reclaim Linguistic and Educational Practices in Ethiopia

      • Kathleen Heugh

      Pages 116-134

4. Teaching and Research with Diverse Students

   1. Front Matter

      Pages 135-135

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   2. Marginalised Knowledges and Marginalised Languages for Epistemic Access to Piaget and Vygotsky’s Theories

      • Michael Joseph, Esther Ramani

      Pages 137-152

   3. Reassembling the Literacy Event in Shirley Brice Heath’s Ways with Words

      • Kimberly Lenters

      Pages 153-172

   4. Recontextualising Research, Glocalising Practice

      • Elsa Auerbach

      Pages 173-192

   5. Xenophobia and Constructions of the Other

      • Hilary Janks

      Pages 193-205

   6. Bodies of Language and Languages of Bodies: South African Puzzles and Opportunities

      • Crain Soudien

      Pages 206-215

5. Back Matter

   Pages 216-220

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Educators and researchers in variety of locations increasingly encounter linguistically and socio-culturally diverse groups of students in their classrooms and lecture halls. This book examines everyday forms of talk and writing in relation to standardised forms and schooling expectations to suggest ways forward in educational discourse.

• Language
• Literacy
• Diversity
• Education
• Schooling
• Multilingual
• Multimodal
• access
• Africa
• African
• bilingualism
• construction
• discourse
• education
• event
• expectation
• growth
• knowledge
• literacy
• mobility
• writing

• University of Cape Town, South Africa

  Mastin Prinsloo

• University of Western Cape, South Africa

  Christopher Stroud

Mastin Prinsloo is an Associate Professor at the University of Cape Town, South Africa. His recent edited books include Literacy Studies and The Future of Literacy Studies.
 
Christopher Stroud is Professor of Linguistics at University of the Western Cape, South Africa, and Professor of Bilingual Research at Stockholm University, Sweden. His recent publications include Style, Identity and Literacy: English in Singapore.

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