Affirming Students' Right to their Own Language

Jerrie Cobb Scott is Professor of Urban Literacy and Director of the Reading Center at the University of Memphis.Dolores Y. Straker (deceased) was Dean of the Raymond Walters College at the University of Cincinnati. Laurie Katz is Associate Professor of Early Childhood Education at The Ohio State University.

• Contents Foreword: 3/S of a Language? xi DAVID BLOOME Preface: Unmasking Support of Students’ Language Rights xvii Acknowledgments xxiiiPART I SETTING THE CONTEXT 1 Cross-Currents in Language Policies and Pedagogical Practices JERRIE COBB SCOTT DOLORES Y. STRAKER, AND LAURIE KATZ 2 Perspectives on Language Policies and Pedagogical Practices Interview 1: Issues in Global and Local Language Policies JOEL SPRING 18Interview 2: An Insider’s View of African American Language Policies and Pedagogies GENEVA SMITHERMAN Interview 3: The Law of Language in the United States CRISTINA M. RODRIGUEZ Language Learners Interview 4: What Teachers Need to Know to Educate English MARY CAROL COMBS PART II EDUCATIONAL POLICIES, ATTITUDES, AND UNFULFILLED PROMISES 3 The Hidden Linguistic Legacies of Brown v. Board and No Child Left Behind JOHN BAUGH AND AARON WELBORN 414 Portraits Counterportraits, and the Lives of Children: Language, Culture, and Possibilities RICK MEYER 545 Restore My Language and Treat Me Justly: Indigenous Students’ Rights to Theft ‘fribal Languages DOROTHY AGUILERA AND MARGARET D. LeCOMPTE 686 Power, Politics, and Pedagogies: Re-Imagining Students’ Right to Their Own Language Through Democratic Engagement VALERI KINLOCH 857 Exploring Attitudes Toward Language Differences: Implications for Teacher Education Programs LAURIE KATZ, JERRIE COBB SCOTT, AND XENIA HADJIOANNOU 998 Positionality: Using Self-Discovery to Enhance Pre-Service Teachers’ Understanding of Language Differences NANCY RANKlE SHELTON 1179 Beyond the Silence: Instructional Approaches and Students’ DAVID E. KIRKLAND AND AUSTIN JACKSON 132PART III TOWARD A PEDAGOGY OF SUCCESS IN CLASSROOMS 10 "We Have Our Own Language as Weil as the Languages We Bring’: Constructing Opportunities for Learning Through a Language of the Classroom BETH V. YEAGER AND JUDITH L. GREEN 15311 "Taylor Cat is Black": Code-Switch to Add Standard English to Students’ Linguistic Repertoires REBECCA S. WHEELER 17612 There’s No "1" Way to Tell a Story LAURIE KATZ AND TEMPII CHAMPION 19213 Culturally Responsive Read-Alouds in First Grade: Drawing Upon Children’s Languages and Cultures to Facilitate Literary and Social Understandings JEANE COPENHAVER-JOHNSON, JOY BOWMAN, AND ANGELA JOHNSON RIETSCHLIN 20614 Developing Culturally Responsive Teacher Practitioners Through Multicultural Literature TAMARA L. JETTON, EMMA SAVAGE-DAVIS, AND MARIANNE BAKER 21915 Educating the Whole Child: English Language Learners in a Middle School MARl HANEDA 23216 New Chinese Immigrant Students’ Literacy Development: From Heritage Language to Bilingualism DANLING FU 24717 High Stakes Testing and the Social Languages of Literature and Literate Achievement in Urban Classrooms DOROTHEA ANAGNOSTOPOULOS PART IV GLOBAL PERSPECTIVES ON LANGUAGE DIVERSITY AND LEARNING 26218 Possibilities for Non-Standard Dialects in American Classrooms: Lessons from a Greek Cypriot Class XENIA HADJIOANNOU 27519 The Writing on the Wall: Graffiti and Other Community School Practices in Brazil ANA CHRISTINA DASILVA IDDINGS 29120 The Social Construction of Literacy in a Mexican Community: Coming Soon to Your School? PATRICK H. SMITH, LUZ A. MURILLO, AND ROBERT T. JIMENEZ 30321 Multllingualism in Classrooms: The Paritetic School System of the Ladin Valleys in South Tyrol (Italy) GERDA VIDESOTT 31922 Educational Policies and Practices in Post-Apartheid South Africa: The Case for Indigenous African Languages NKONKO M. KAMWANGAMALU 32923 Meaningful Early Literacy Learning Experiences: Lessons from South Africa CAROLE BLOCH 34524 India’s Multilingualism: Paradigm and Paradox ZARINA MANAWWAR HOCK 360Afterword: Reflections on Language Policies and Pedagogical Practices JACQUELINE JONES ROYSTER, JERRIE COBB SCOTT, AND DOLORES Y. STRAKER 376Author Biographies 388Author Index 403 Subject Index 411

"Overall, the authors do a commendable job of educating the reader on the complexity and importance of how valuing students’ language is critical for them to succeed in our increasingly multilingual, multicultural school environments. It provides a rich discussion of language policies up to and after the passage of the first SRTOL act in 1974, with the editors effectively "unmasking" pedagogical practices that other teachers can draw from to implement SRTOL’s goal of supporting students’ language rights."—Education Review"The book is of great value and is an excellent means of bringing attention to and promoting the principles of the SRTOL resolution…Critical language education scholars who work in the areas of teacher and graduate education will find this book very useful, with some chapters appropriate for use in their own classrooms, and others appropriate for informing their own research and advocacy efforts."—Teachers College Record