Language and Literacy 2009 (UK)

Language andLiteracy

Routledge Education

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2009

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COMPLETE CATALOGUEThis catalogue only includes a selection of our titles in Education. Our online catalogue gives you the powerto search for any book currently in print bytitle, ISBN or full text. All the entries havea description of the book’s content.


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CONTENTSResearch and Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Classroom Practice and Teacher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Literacy and Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Language Diversity, and Language and Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Adult Literacy and Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

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NEW

Changing Literacies for Changing TimesEdited by James Hoffman, University of Texas, USAand Yetta Goodman, University of Arizona, USA

This book takes a critical lookinto the present and thefuture of literacy as envisionedby leading readingresearchers. The lead authorof each chapter is adistinguished readingresearcher who has beenrecognised for makingsignificant contributions to thefield when their peers electedthem into the Reading Hall of

Fame. Offering the wisdom that only experience andexpertise in the field can bring, in this book theseliteracy leaders step outside their role of researchersto speak directly to issues of practice and policy.

The chapters are organised in topical areas thatrelate to the contributors’ areas of expertise:Changing Literacies; Changing Learners; ChangingPerspectives on Basic Processes; Preparing Teachersfor Change; Long-Standing Issues in LiteracyTeaching and Learning: Changing Research; Literacy& Policy in a Changing Social Context; and ChangingPerspectives. All chapters address the theme ofliteracy and the teaching of literacy as being in aconstant state of change. The authors are theoreticalas they describe literacy, literacy acquisition, and theteaching of literacy; they are practical as theyexamine the issues that classroom teachers andreading specialists engage with on a daily basis; andthey are political as they advocate for informed policyat the local, state and national levels. A key messagein this book is that literacy professionals must takean active role to shape change.April 2009: 296ppHb: 978-0-415-99502-3: £75.00 $135.00

Pb: 978-0-415-99503-0: £24.99 $41.95

www.routledge.com/9780415995030

Critical Issues in Early LiteracyResearch and Pedagogy

Edited by Yetta Goodman, University of Arizona,USA and Prisca Martens, Towson University, USA

This volume adds in importantways to understanding thepower and complexity of theforces in the lives of childrenthat impact their literacylearning. The critical issuespresented emerge frominterpretivist research andthinking practices that areconstructivist in nature. Thechapters by researchers,teacher researchers, teacher

educators, and teachers are antidotes to the presentpolitical context in which political agendas are beingused to define literacy, literacy teaching andlearning, and literacy research in narrow ways. March 2007: 328ppHb: 978-0-8058-5899-0: £80.00 $99.95

Pb: 978-0-8058-5900-3: £22.99 $39.95

eBook: 978-1-4106-1633-3www.routledge.com/9780805859003

NEW

Defying Convention, Inventing theFuture in Literary Research andPracticeEdited by Patricia L. Anders, University of Arizona, USA

In this volume, major literacy scholars from aroundthe world pay tribute to Ken and Yetta Goodman –renowned and revered worldwide for theirpioneering, influential work in the field of readingand literacy education – and offer glimpses of whatthe future of literacy research and practice might be.The chapters are structured around several themesrelated to research, practice, and theories of readingand literacy processes that characterise theGoodmans’ scholarship. Each chapter reveals howthe author’s scholarship connects to one or both ofthe Goodmans’ work and projects that connectionto the future – what are the implications for futureresearch, theory, practice, and assessment? Thismilestone volume marking the hugely significantwork of the Goodmans is welcomed across the fieldof literacy education.July 2009: 304ppHb: 978-0-8058-6341-3: £70.00 $125.00


WINNER OF THE 2007 NRC EDWARD FRY BOOK AWARD!

Reframing Sociocultural Researchon LiteracyIdentity, Agency, and Power

Edited by Cynthia Lewis, University of Minnesota,USA, Patricia E. Enciso, Ohio State University,USA and Elizabeth Birr Moje, University ofMichigan, USA

This landmark volumearticulates and develops theargument that new directionsin sociocultural theory areneeded in order to addressimportant issues of identity,agency, and power that arecentral to understandingliteracy research and literacylearning as social and culturalpractices. With an overarchingfocus on the research process

as it relates to sociocultural research, the book isorganised around two themes: conceptualframeworks and knowledge sources. Employing thelens of ‘critical sociocultural research,’ this bookfocuses on the central role of language and identityin learning and literacy practices. March 2007: 232ppHb: 978-0-8058-5695-8: £55.00Pb: 978-0-8058-5696-5: £19.99 $29.95


NEWVOLUME IV

Handbook of Reading ResearchEdited by Michael L. Kamil, Stanford University,USA, P. David Pearson, University of California atBerkeley, USA, Elizabeth Birr Moje, University ofMichigan, USA, and Peter Afflerbach, University ofMaryland, USA

The Handbook of Reading Research is the researchHandbook for the field. Each volume has come todefine the field for the period of time it covers.Volume 4 follows in this tradition. The editorsextensively reviewed the reading research literaturesince the publication of Volume 3 in 2000, asportrayed in a wide array of research andpractitioner-based journals and books, to identifythe themes and topics covered. Volume 4 brings thefield authoritatively and comprehensively up-to-date.August 2009: 1,040ppHb: 978-0-8058-5342-1: £135.00 $260.00

Pb: 978-0-8058-5343-8: £60.00 $94.95


VOLUME III

Handbook of Reading ResearchEdited by Michael L. Kamil, Stanford University,USA, Peter B. Mosenthal, Syracuse University, USA,P. David Pearson, University of California atBerkeley, USA and Rebecca Barr, National-LouisUniversity, USA

This volume covers the classic topics of reading –from vocabulary and comprehension to readinginstruction in the classroom – and provides a briefhistory that chronicles the legacies within each ofthe volume’s many topics. However, on the whole,this book is not about tradition. Rather, it exploresthe verges of reading research between the timeVolume II was published in 1991 and the researchconducted after this date. March 2000: 1,024ppHb: 978-0-8058-2398-1: £150.00 $260.00

Pb: 978-0-8058-2399-8: £65.00 $99.95


Teaching and Learning VocabularyBringing Research to Practice

Edited by Elfrieda H. Hiebert, University ofCalifornia at Berkeley, USA and Michael L. Kamil,Stanford University, USA

This book presents scientific evidence from leadingresearch programs that address persistent issuesregarding the role of vocabulary in textcomprehension. Part 1 examines how vocabulary islearned; Part 2 presents instructional interventionsthat enhance vocabulary; and Part 3 looks at whichwords to choose for vocabulary instruction.June 2005: 288ppHb: 978-0-8058-5285-1: £70.00 $105.00

Pb: 978-0-8058-5286-8: £28.99 $44.95


RESEARCH AND THEORY 1

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NEW

Talking Beyond the PageReading and Responding to Picturebooks

Janet Evans, Liverpool Hope University, USA

Picture books, with their richheritage of drawing on aclose liaison of illustrationsand text, have beentraditionally read and usedmore with children betweenthe ages of 4 to 7 years thanwith any other age group.Until the last decade, picturebooks were routinely read andshared with elementarychildren of all ages on a daily

basis. Since then however the steady increase in agovernment-led, centralised curriculum, has leftteachers feeling there is less and less time to readbooks out loud for pleasure, let alone to talk aboutand encourage children to respond to them.

This book shows how different kinds of picturebooks can be used with children of all ages andhighlights what positive educational gains are to bemade from reading, sharing, talking and writingabout picture books. With contributions from someof the world’s leading experts, chapters in this bookconsider:

• How children think about and respond to picturebooks

• How children’s responses can be qualitativelyimproved by being encouraged to think and talkabout picture books before, during and afterreading them

• Non-text features of picture books (paratext)which, when considered in their own right, canhelp readers to make more sense out of the book

• The different kinds of picture books: wordless,postmodern, pop-up, multimodal, graphic novelsetc., and how they are structured and how theywork

• How children’s responses to picture books canmotivate them to become authors through bookmaking, reading journals, response logs etc.

• How picture books can help non-English speakingchildren deal with complex issues in their lives e.g.asylum seekers, immigrants

• How to respond to picture books as an art form.

Teachers, student teachers, literacy consultants andthose running teacher education programs will findthis book inspiring and thought-provoking.May 2009: 192ppHb: 978-0-415-47695-9: £75.00 $150.00

Pb: 978-0-415-47696-6: £22.99 $42.95


2ND EDITION

Handbook of College Reading andStudy Strategy ResearchEdited by Rona F. Flippo, University ofMassachusetts, USA and David C. Caverly, TexasState University at San Marcos, USA

This Handbook is the mostcomprehensive and up-to-date source availablefor college reading and studystrategy practitioners andadministrators. In response tochanging demographics,politics, policy, issues, andconcerns in the field ofcollege reading and studystrategies since publication ofthe first edition in 2000, this

new edition has been substantially revised andupdated to reflect the newest research in the field,including six new chapters and a more user-friendlystructure to make it easier for researchers, programadministrators, college instructors, and graduatestudents to find the information that they need.

In this thorough and systematic examination oftheory, research, and practice, college readingteachers will find information to make betterinstructional decisions, administrators will findjustification for programmatic implementations, andprofessors will find in one book both theory andpractice to better prepare graduate students tounderstand the parameters and issues of this field.The Handbook is an essential resource forprofessionals, researchers, and students as theycontinue to study, research, learn, and share moreabout college reading and study strategy issues andinstruction.July 2008: 520ppHb: 978-0-8058-6000-9: £145.00 $250.00

Pb: 978-0-8058-6001-6: £50.99 $89.95


Handbook of Research on NewLiteraciesEdited by Julie Coiro, University of Rhode Island,USA, Michele Knobel and Colin Lankshear, bothat Montclair State University, USA and Donald J.Leu, University of Connecticut, USA

Situated at the intersection oftwo of the most importantareas in educational researchtoday – literacy andtechnology – this Handbookdraws on the potential ofeach while carving outimportant new territory.Providing leadership for thisnewly emerging field,directing scholars to the majorissues, theoretical

perspectives, and interdisciplinary researchconcerning new literacies, this volume:

• Brings together a diverse international team ofeditors and chapter authors

• Provides an extensive collection of research reviewsin a critical area of educational research

• Makes visible the multiple perspectives andtheoretical frames that currently drive work in newliteracies

• Establishes important space for the emerging fieldof new literacies research

• Includes a unique Commentary section.

The Handbook of Research on New Literacies isintended for the literacy research communityincluding scholars and students from the traditionalreading and writing research communities ineducation and educational psychology as well asthose from information science, cognitive science,psychology, sociolinguistics, computer mediatedcommunication, and other related areas that findliteracy to be an important area of investigation. March 2008: 1,096ppHb: 978-0-8058-5651-4: £130.00 $225.00

Pb: 978-0-8058-5652-1: £55.00 $89.95


RESEARCH AND THEORY2

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NEW

Contemporary Perspectives on Reading and SpellingClare Wood, University of Coventry, UK and Vincent Connelly, Oxford Brookes University, UK

Opening up the existing debates, and incorporating psychological theory and thepolitics surrounding the teaching and learning of reading and spelling, this editedcollection offers some challenging points for reflection about how the discipline ofpsychology as a whole approaches the study of written language skills.

Highlighting ground-breaking new perspectives, with contributions from leadinginternational researchers, this book forms essential reading for all researchers andpractitioners with a focus on the development of reading and spelling skills.May 2009: 234x156: 304ppHb: 978-0-415-49716-9: £80.00Pb: 978-0-415-49717-6: £24.99


NEW

Handbook of Research on ReadingComprehensionEdited by Susan E. Israel, Author and LiteracyConsultant, USA and Gerald G. Duffy, University ofNorth Carolina at Greensboro, USA

’The editors of thisHandbook have assembledan extraordinaryassemblage of authors,each distinguished in his orher own right, a group thatis exceptional for thebreadth andcomprehensiveness ofperspectives that theybring to bear...Thishandbook provides an

excellent snapshot of the field.’– Robert C. Calfee, From the Foreword

This Handbook assembles researchers of readingcomprehension, literacy, educational psychology,psychology, and neuroscience to document the mostrecent research on the topic. It summarises thecurrent body of research on theory, methods,instruction, assessment, including coverage oflandmark studies. Designed to deepenunderstanding of how past research can be appliedand has influenced the present and to stimulatenew thinking about reading comprehension, thevolume is organised around seven themes:

• Historical perspectives on reading comprehension

• Theoretical perspectives

• Changing views of text

• Elements of reading comprehension

• Assessing and teaching reading comprehension

• Cultural impact on reading comprehension

• Where to from here?

This is an essential reference volume for theinternational community of reading researchers,reading psychologists, graduate students, andprofessionals working in the area of reading andliteracy. October 2008: 720ppHb: 978-0-8058-6200-3: £125.00 $225.00

Pb: 978-0-8058-6201-0: £50.00 $89.95


NEW

Handbook of Reading DisabilityResearchEdited by Richard Allington and Anne McGill-Franzen, both at University of Tennessee, USA

This comprehensive handbook is the first attempt topresent the full range of overlapping paradigms andperspectives – sociological, historical, cultural,psychological, and linguistic – whose researchinforms the world of reading disability. It exploresthe relation of reading disabilities to language andlearning, poverty and prejudice, and instruction andschooling. In addition to examining theoreticalperspectives and associated research, thecontributors present their material within theframework of a classroom teacher struggling todevelop instructional practices that meet thelearning needs of their lowest achieving readers.Throughout the book, learning to read proficiently isconceptualised as a long-term developmentalprocess involving many interventions of variouskinds – all keyed to individual developmental needs. August 2009: 1,000ppHb: 978-0-8058-5333-9: £105.00 $195.00

Pb: 978-0-8058-5334-6: £50.00 $89.95


NEW

Language TeachingIntegrational Linguistic Approaches

Edited by Michael Toolan, University ofBirmingham, UK

Series: Routledge Advances in Communicationand Liguistic Theory

This book demonstrates therelevance of an integrationallinguistic (IL) perspective to apractical, real-world need,namely the learning oflanguages. Integrationallinguistics’ shunning of bothrealist and structuralisttheories of language, itscommitment to anunwavering attention to theperspective of the language

user, and its adherence to a semiology in whichsigns are the situated products of interactantsinterpretive behavior, mean that it radicallyreconceptualises language learning and languageteaching. Detractors have implied that IL is so‘philosophical’ or ‘theoretical’ an exercise that it hasno useful bearing on the practical problems oflanguage learning. These papers refute thatmisconception by demonstrating how an IL stancecan help disentangle the conflicting considerationsand contradictory assumptions that arise in a host oflanguage teaching situations: first, second- andforeign-language classrooms in a diversity ofsettings, including India, Australia, the United States,and Hong Kong, with different age-groups ofstudents, whether the focus is on speech or writing,and in more informal settings.December 2008: 206ppHb: 978-0-415-95753-3: £65.00 $125.00


Multimodal Pedagogies in DiverseClassroomsRepresentation, Rights and Resources

Pippa Stein, University of the Witwatersrand, SouthAfrica

This book examines how the classroom can becomea democratic space founded on the integration ofdifferent histories, modes of representation, feelings,languages and discourses, and is essential readingfor anyone interested in the connection betweenmultimodality, pedagogy, democracy and socialjustice in diverse classrooms.

Pippa Stein combines theory with material takenfrom post-apartheid classrooms in South Africawhere students from different language and culturalbackgrounds negotiate the ongoing tensionsbetween tradition and modernity, Western andAfrican intellectual thought, as well as theapartheid-past of their parents, and their ownaspirations for the future. This insightful bookargues that classrooms can become ‘transformative’sites in which students can develop curricula andpedagogies which speak to the diversity of globalsocieties.

Dealing with issues such as democracy, politics ofdifference, diversity, multicultural and multilingualclassrooms, this book is as pertinent to readersacross the globe as it is to those in South Africa, andwill be invaluable and fascinating reading for anyoneworking or interested in this field. January 2008: 192ppHb: 978-0-415-40165-4: £85.00 $150.00


Postmodern PicturebooksPlay, Parody, and Self-Referentiality

Lawrence R. Sipe, University of Pennsylvania, USAand Sylvia Pantaleo, University of Victoria, Canada

Series: Routledge Research in Education

Over the past 15 years, therehas been a pronounced trendtoward a particular type ofpicturebook that many wouldlabel ‘postmodern.’Postmodern picturebookshave stretched ourconventional notion of whatconstitutes a picturebook, aswell as what it means to bean engaged reader of thesetexts. The international

researchers and scholars included in this compellingcollection of work critically examine and discusspostmodern picturebooks, and reflect upon theirunique contributions to both the field of children’sliterature and to the development of new literaciesfor child, adolescent, and adult readers.April 2008: 280ppHb: 978-0-415-96210-0: £60.00 $95.00








A Synthesis of Research on SecondLanguage Writing in EnglishIlona Leki, University of Tennessee, USA,Alister Cumming, University of Toronto, Canadaand Tony Silva, Purdue University, USA

’I applaud the authors forthis sizeable undertaking,as well as the careexercised in selecting andsequencing topics andsubtopics. A major strengthand salient feature of thisvolume is its range: It willserve as a key referencetool for researchersworking in L2 compositionand in allied fields.’

– John Hedgcock, Monterey Institute ofInternational Studies

‘The authors command the field in ways thatperhaps no one else does. Their vast collectiveknowledge shines on every page.’– Barbara Kroll, University of Southern California

Synthesizing twenty-five years of the mostsignificant and influential findings of publishedresearch on second language writing in English, thisvolume promotes understanding and provides accessto research developments in the field. Overall, itdistinguishes the major contexts of English L2learning in North America, synthesises the researchthemes, issues, and findings that span thesecontexts, and interprets the methodologicalprogression and substantive findings of this body ofknowledge. Of particular interest is the extensivebibliography, which makes this volume an essentialreference tool for libraries and serious writingprofessionals, both researchers and practitioners,both L1 and L2. This book is designed to allowresearchers to become familiar with the mostimportant research on this topic, to promoteunderstanding of pedagogical needs of L2 writingstudents, and to introduce graduate students to L2writing research findings. June 2008: 272ppHb: 978-0-8058-5532-6: £75.00 $130.00

Pb: 978-0-8058-5533-3: £25.99 $44.95


VOLUME II

Handbook of Research on Teaching Literacy Through theCommunicative and Visual ArtsA Project of the International Reading Association

Edited by James Flood, San Diego State University,USA, Shirley Brice Heath, Stanford University, USAand Diane Lapp, San Deigo State University, USA

This Handbook bringstogether state-of-the-artresearch and practice on theevolving view of literacy asencompassing not onlyreading, writing, speaking,and listening, but also themultiple ways through whichlearners gain access toknowledge and skills. Itforefronts as central to literacyeducation the visual,

communicative, and performative arts, and theextent to which all of the technologies that havevastly expanded the meanings and uses of literacyoriginate and evolve through the skills and interestsof the young.December 2007: 632ppHb: 978-0-8058-5699-6: £160.00 $245.00

Pb: 978-0-8058-5700-9: £65.00 $95.00


Handbook of Research on WritingHistory, Society, School, Individual, Text

Edited by Charles Bazerman, University ofCalifornia at Santa Barbara, USA

This Handbook ventures tosum up enquiry over the lastfew decades on what weknow about writing and themany ways we know it. Thisvolume deepens ourexperience and appreciationof writing in ways that willmake teachers better atteaching writing and all of itsreaders better as individualwriters. It will be interesting

and useful to scholars and researchers of writing, toanyone who teaches writing in any context at anylevel, and to all those who are just curious aboutwriting.July 2007: 672ppHb: 978-0-8058-4869-4: £150.00 $230.00

Pb: 978-0-8058-4870-0: £50.00$79.95


Learning to Read Across LanguagesCross-Linguistic Relationships in First- andSecond-Language Literacy Development

Edited by Keiko Koda, Smith College, USA and Annette M. Zehler, Center for AppliedLinguistics, USA

This book systematicallyexamines how learning toread occurs in diverselanguages, and in so doing,explores how literacy islearned in a second languageby learners who haveachieved at least basic readingskills in their first language.

October 2007: 256ppHb: 978-0-8058-5611-8: £80.00 $135.00

Pb: 978-0-8058-5612-5: £23.99 $41.95


NEW IN PAPERBACK

Pierre Bourdieu and LiteracyEducationEdited by James Albright, National Institute ofEducation, Singapore and Allan Luke, QueenslandUniversity of Technology, Australia

In this volume scholars fromaround the world focus onhow a Bourdieusian stancecan enable a powerfulsociocultural and culturalanalysis of literacy educationtheory and practice and serveas an effective tool inanalyzing relations ofhierarchy and domination.This book is the first topresent both theoretical and

practical articulation of Bourdieu’s ideas in the fieldof literacy education. It is intended for researchers,practitioners, and graduate students in literacyeducation, sociology of education, and curriculumtheory, and as a text for advanced courses in theseareas.November 2007: 392ppHb: 978-0-8058-5687-3: £80.00 $135.00

Pb: 978-0-415-99589-4: £25.99 $44.95


RESEARCH AND THEORY4



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2ND EDITION

Play and Literacy in Early ChildhoodResearch From Multiple Perspectives

Edited by Kathleen A. Roskos, John CarrollUniversity, USA and James F. Christie, Arizona StateUniversity, USA

This volume brings togetherstudies, research syntheses,and critical commentaries thatexamine play-literacyrelationships from cognitive,ecological, and culturalperspectives. Examining playfrom these diverseperspectives provides amultidimensional view thatdeepens understanding andopens up new avenues for

research and educational practice. June 2007: 264ppHb: 978-0-8058-5639-2: £75.00 $79.95

Pb: 978-0-8058-5640-8: £22.99 $35.00


Popular Culture andRepresentations of LiteracyBronwyn Williams, University of Louisville, USAand Amy Zenger, American University of Beirut,Lebanon

Series: Routledge Research in Literacy

This book explores how everyday literacy practicesrepresented in mainstream movies inevitablyinfluence cultural conceptions of reading andwriting from issues of identity to education policy toclassroom practices.February 2007: 200ppHb: 978-0-415-36095-1: £80.00 $130.00


Reading Comprehension Researchand Testing in the U.S.Undercurrents of Race, Class, and Power in theStruggle for Meaning

Arlette Ingram Willis, University of Illinois atUrbana-Champaign, USA

This book challengestraditional, sanctioned, andofficial histories of readingcomprehension by examininghow ideological and culturalhegemony work to reproducedominant ideologies througheducation in general andreading comprehensionresearch and testingspecifically. Willis analyses theideological and cultural

foundations that underpin concepts, theories,research, tests, and interpretations, and connectsthese to the broader social and political contextswithin U.S. history in which reading comprehensionresearch and testing have evolved.October 2007: 408ppHb: 978-0-8058-5051-2: £80.00 $100.00

Pb: 978-0-8058-5052-9: £22.99 $34.50


Reading Comprehension StrategiesTheories, Interventions, and Technologies

Edited by Danielle S. McNamara, University ofMemphis, USA

’This collection discusseshow we may move readerspast ‘literal’comprehension towardconceptual understandingof content-areaknowledge. The chaptersfocus on strategyinstruction andcomprehension assessmentand serve as excellentcontributions to our

knowledge of how we may best promote‘reading to learn’.’ – Jennifer Wiley, University ofIllinois at Chicago, USAMay 2007: 376ppHb: 978-0-8058-5966-9: £69.00 $110.00

Pb: 978-0-8058-5967-6: £34.50 $49.95


The Research Process in ClassroomDiscourse AnalysisCurrent Perspectives

Edited by Kim Marie Cole, Fredonia College, SUNY,USA and Jane Zuengler, University of Wisconsin atMadison, USA

This volume gives intellectualspace to a range of currentperspectives on classroomdiscourse research andprovides a forum forconversations about theresearch process. With itsfocus on both the researchprocess and the outcomes ofresearch, as well as on thetheory-method relationship,this book is relevant for

courses in research methodology, language ineducation, applied linguistics, discourse analysis,language development, and multiculturalism in theclassroomNovember 2007: 176ppHb: 978-0-8058-5530-2: £75.00 $125.00

Pb: 978-0-8058-5531-9: £22.99 $39.95


Advocacy Research in LiteracyEducationSeeking Higher Ground

Edited by Meredith Rogers Cherland, University ofRegina, Canada and Helen Harper, University ofNevada at Las Vegas, USANovember 2006: 360ppHb: 978-0-8058-5056-7: £65.00 $94.95

Pb: 978-0-8058-5057-4: £21.99 $31.95


Scientific Realism in Studies ofReadingEdited by Alan D. Flurkey, Hofstra University, USA,Eric J. Paulson, University of Cincinnati, USA andKenneth S. Goodman, University of Arizona, USA

This book provides research-based insights thatdeepen and broaden currentunderstandings of the natureof reading. Informed bypsycholinguistic andsociolinguistic views ofreading-as-meaning-construction, the studies buildon principles of scientificrealism – an approach toinquiry that incorporates and

values a wide variety of methods of observation tofind the most inclusive, ecologically valid descriptionof the reading process as it is observed in a varietyof contexts from a wide range of perspectives.November 2007: 336ppHb: 978-0-8058-4989-9: £80.00 $70.00

Pb: 978-0-8058-4990-5: £18.99 $29.95


Talking TextsHow Speech and Writing Interact in SchoolLearning

Edited by Rosalind Horowitz, University of Texas atSan Antonio, USA

This volume examines howoral and written languagefunction in school learning,and how oral texts can besuccessfully inter-connected tothe written texts that are usedon a daily basis in schools.Bringing together seminallines of research to create acohesive picture of discourseissues germane to classroomsand other learning settings,

this volume is an essential resource for researchers,graduate students, classroom teachers, andcurriculum specialists across the fields of discoursestudies, literacy and English education, compositionstudies, language development, sociolinguistics, andapplied linguistics.June 2007: 520ppHb: 978-0-8058-5304-9: £80.00 $135.00

Pb: 978-0-8058-5305-6: £32.99 $49.95


Improving Literacy by TeachingMorphemesTerezinha Nunes and Peter Bryant, both atOxford Brookes University, UK

Series: Improving Learning

September 2006: 224ppHb: 978-0-415-38312-7: £85.00 $150.00

Pb: 978-0-415-38313-4: £23.99 $41.95








RESEARCH AND THEORY CLASSROOM PRACTICE AND TEACHER EDUCATION6



NCTE-Routledge Research Series

Series Editors: Duane Roen,Arlette Ingram Willis, Malea Powell, andDavid Bloome

Women and LiteracyLocal and Global Inquiries for a New Century

Edited by Beth Daniell, Kennesaw State University,USA and Peter Mortensen, University of Illinois atUrbana-Champaign, USA

This volume emphasizes thediversity – of approaches andsubjects – that characterisesthe next generation ofresearch on women andliteracy. It builds on andcritiques scholarship in literacystudies, composition studies,rhetorical theory, genderstudies, postcolonial theory,and cultural studies to opennew venues for future research.

June 2007: 360ppHb: 978-0-8058-6006-1: £80.00 Pb: 978-0-8058-6007-8: £23.99eBook: 978-1-4106-1603-6www.routledge.com/9780805860078

Race, Rhetoric, and TechnologySearching for Higher Ground

Adam J. Banks, Syracuse University, USASeptember 2005: 192ppHb: 978-0-8058-5312-4: £40.00 Pb: 978-0-8058-5313-1: £14.99eBook: 978-1-4106-1738-5www.routledge.com/9780805853131

Teacher Identity DiscoursesNegotiating Personal and Professional Spaces

Janet Alsup, Purdue University, USA

Forward by Deborah P. BritzmanOctober 2005: 256ppHb: 978-0-8058-5632-3: £60.00Pb: 978-0-8058-5853-2: £21.99eBook: 978-1-4106-1728-6www.routledge.com/9780805858532

Literacy Crises and Reading PoliciesChildren Still Can’t Read!

Janet Soler, Open University, Australia andRoger Openshaw, Massy University, New ZealandJanuary 2006: 232ppHb: 978-0-415-33676-5: £110.00 $200.00


OurselvesWhy We Are Who We Are: A Handbook forEducators

Frank SmithMarch 2006: 136ppHb: 978-0-8058-5954-6: £33.99 $52.95

Pb: 978-0-8058-5955-3: £13.99 $20.95


Principled Practices for AdolescentLiteracyA Framework for Instruction and Policy

Elizabeth G. Sturtevant and William G. Brozo,both at George Mason University, USA, Fenice B. Boyd, University at Buffalo, SUNY, USA,Kathleen A. Hinchman, Syracuse University, USA,David W. Moore, Arizona State University, USA andDonna E. Alvermann, University of Georgia, USAFebruary 2006: 216ppHb: 978-0-8058-5112-0: £50.00$73.95

Pb: 978-0-8058-5113-7: £17.99 $25.95


2ND EDITION

Reconceptualizing the Literacies inAdolescents’ LivesEdited by Donna E. Alvermann, University ofGeorgia, USA, Kathleen A. Hinchman, SyracuseUniversity, USA, David W. Moore, Arizona StateUniversty, USA, Stephen F. Phelps, Buffalo StateCollege, USA and Diane R. Waff, WestED, USAMarch 2006: 360ppHb: 978-0-8058-5385-8: £80.00 $120.00

Pb: 978-0-8058-5386-5: £33.99$57.95


Understanding LiteracyDevelopmentA Global View

Edited by Anne McKeough, University of Calgary, Canada, Linda M. Phillips and Judy Lee Lupart, both at University of Alberta,Canada, Vianne Timmons, University of PrinceEdward Island, Canada July 2005: 248ppHb: 978-0-8058-5115-1: £60.00 $83.95

Pb: 978-0-8058-5116-8: £21.99 $31.95


Discourse Analysis and the Study ofClassroom Language and LiteracyEventsA Microethnographic Perspective

David Bloome, Ohio State University, USA,Stephanie Power Carter, Indiana University, USA,Beth Morton Christian, Western KentuckyUniversity, USA, Sheila Otto, Middle TennesseeState University, USA and Nora Shuart-Faris,Vanderbilt University, USAAugust 2004: 328ppHb: 978-0-8058-4858-8: £60.00 $94.95

Pb: 978-0-8058-5320-9: £22.99 $37.50


The RoutledgeFalmer Reader inLanguage and LiteracyEdited by Teresa Grainger, Canterbury ChristChurch University, UK

Series: RoutledgeFalmer Readers in Education

February 2004: 320ppHb: 978-0-415-32766-4: £110.00 $200.00

Pb: 978-0-415-32767-1: £25.99 $49.95


NEW3RD EDITION

Dimensions of LiteracyA Conceptual Base for Teaching Reading andWriting in School Settings

Steven B. Kucer, Washington State University atVancouver, USA

This popular text‘unpackages’ the variousdimensions of literacy –linguistic (the nature oflanguage, oral-writtenlanguage relationships,language variation); cognitive(constructive nature ofperception, the readingprocess, understandingwritten discourse, the writingprocess); sociocultural (literacy

as social practices, authority of written discourse);and developmental (constructing the writtenlanguage system) – and at the same time accountsfor the interrelationships among them. Distinguishedby its examination of literacy from amultidimensional and interdisciplinary perspective, itprovides a strong conceptual foundation uponwhich literacy curriculum and instruction in schoolsettings can be grounded.

Dimensions of Literacy links theory and research topractice in an understandable, user-friendly manner,provides in-depth coverage of the variousdimensions of literacy, and includes demonstrations,hands-on activities, authentic reading and writingevents that reflect key concepts, and tables andfigures that summarise the concepts.

Changes in third edition include:

• A more clearly focused discussion on the nature oflanguage and the role of various other signsystems in reading and writing

• New research on eye movements and miscueanalysis (EMMA) and reading fluidity (i.e., flow)

• Expanded discussion of bilingualism and biliteracythrough the book

• Extended discussion of new literacies,multiliteracies, and multimodal literacies

• Updated references throughout the entire book.August 2009: 400ppHb: 978-0-415-99787-4: £70.00 $125.00

Pb: 978-0-415-99788-1: £27.99 $44.95



NEW

Teaching Readers of EnglishStudents, Texts, and Contexts

John S. Hedgcock, Monterey Institute ofInternational Studies, USA and Dana R. Ferris,University of California at Davis, USA

‘A book of this kind is longoverdue... It is a giantcontribution to the field.With its emphasis on asocioliterate approach toreading and literacy, itnicely captures theprevailing view ofacademic literacyinstruction. Its extremelyskillful and well-developedbalancing act between

theory and practice allows it to appeal to awide variety of readers. Pre-and-in serviceteachers, in particular, will benefit immensely.’ – Alan Hirvela, Ohio State University

A comprehensive manual for pre- and in-service ESLand EFL educators, this frontline text balancesinsights from current reading theory and researchwith highly practical, field-tested strategies forteaching and assessing L2 reading in secondary andpost-secondary contexts. This book:

• Provides a through yet accessible survey of L2reading theory and research

• Addresses the unique cognitive andsocioeducational challenges encountered by L2readers

• Covers the features of L2 texts that teachers ofreading must understand

• Acquaints readers with methods for designingreading courses, selecting curricular materials, andplanning instruction

• Explores the essential role of systematic vocabularydevelopment in teaching L2 literacy

• Includes practical methods for assessing L2students’ proficiency, achievement, and progress inthe classroom.

Pedagogical features in each chapter includeQuestions for Reflection, Further Reading andResources, Reflection and Review questions, andApplication Activities.March 2009: 432ppHb: 978-0-415-99964-9: £75.00 $135.00

Pb: 978-0-8058-6347-5: £26.00 $46.95


Linguistic Diversity and TeachingNancy L. Commins, University of Colorado atDenver, USA and Ofelia B. Miramontes, Universityof Colorado at Boulder, USA

Series: Reflective Teaching and the SocialConditions of Schooling

June 2005: 208ppPb: 978-0-8058-2736-1: £15.99 $25.95


2ND EDITION

ESL (ELL) Literacy InstructionA Guidebook to Theory and Practice

Lee Gunderson, University of British Columbia, Canada

’Gunderson has done anexcellent job of presentingboth whole language andphonics based approacheswith a minimum of bias.The abundance ofillustrative instructionaltools included in this bookmake it a treasure housefor pedagogical purposes.’

– Lorrie Stoops Verplaetse,Southern Connecticut StateUniversity, USA

‘This book is groundbreaking. It is the only oneof its kind that seriously begins to linkculturally responsive teaching with balancedESL teaching and learning. Dr. Gundersonknows a great deal about the thoughtprocesses of the ELL student, no matter whatthe age or level of development. As a result, hehas composed a text that will help the teacherteach and insure that the student will learn. Dr.Gunderson’s research is brilliant! This one-of-a-kind text is sorely needed for pre-service andin-service teacher education.’– Patricia Schmidt, LeMoyne College, USA

This comprehensive research-based text providesboth ESL and mainstream teachers with thebackground and expertise necessary to plan andimplement reading programs that match theparticular needs and abilities of their students. Thisbook:

• Applies current ESL and reading research andtheory to practice

• Is designed for use by pre-service and in-serviceteachers at all levels from kindergarten to adultlearners

• Explains different models of literacy instructionfrom systematic phonics to whole languageinstruction and includes specific teaching methodswithin each model

• Encourages teacher choice in instructionaldecisions and provides a systematic rationale andapproach for teachers to design their ownteaching programs within their own models of literacy

• Addresses multicultural issues.

Changes in the second edition also include: moreresearch based discussions and more practicalteaching suggestions; updated coverage of views onreading instruction for ESL/ELL students; new section on second-language theory and research;new chapter on the importance of culture insecond-language literacy contexts; and informationon how published resources can be accessed on theInternet.July 2008: 6 x 9: 312ppHb: 978-0-415-98971-8: £75.00 $125.00

Pb: 978-0-415-98972-5: £22.99 $39.95


Children’s Books for Grown-UpTeachersReading and Writing Curriculum Theory

Peter Appelbaum, Arcadia University, USA

Series: Studies in Curriculum Theory

Teachers and prospectiveteachers read children’sbooks, but that reading isoften done as a ‘teacher’ –that is, as planning forinstruction – rather than as a‘reader’ engaged with thetext. This book models thekind of thinking aboutteaching and learning – thesort of curriculum theorizing –accomplished through

teachers’ interactions with the everyday materials ofteaching. It starts with children’s books, branchesout into other youth culture texts, and subsequentlyto thinking about everyday life itself. December 2007: 288ppHb: 978-0-8058-4928-8: £80.00 $135.00

Pb: 978-0-415-96483-8: £22.99 $39.95


Children’s Learning in Laboratoryand Classroom ContextsEssays in Honor of Ann Brown

Edited by Joseph Campione and Kathleen Metz,both at University of California at Berkeley, USA andAnnemarie Sullivan Palincsar, University ofMichigan at Ann Arbor, USA

During the second half of the20th century, Ann Brown wasone of the world’s premierresearchers into the cognitivedevelopment of youngchildren. Sponsored by theSpencer Foundation, thisedited festschrift honours herwork and memory by bringingtogether a collection oforiginal studies that extendmany of the theories and

themes of Brown’s earlier work. Most of thecontributors are researchers who once worked withBrown.June 2007: 272ppHb: 978-0-8058-5691-0: £75.00 $69.95


Investigating Classroom DiscourseSteve Walsh, Queen’s University, UKMay 2006: 192ppHb: 978-0-415-36468-3: £80.00 $135.00

Pb: 978-0-415-36469-0: £25.99 $49.95


CLASSROOM PRACTICE AND TEACHER EDUCATION 7






3RD EDITION

Content Area Reading and LearningInstructional Strategies

Edited by Diane Lapp, James Flood and NancyFarnan, all at San Diego State University, USA

This text addressesinstructional issues andprovides a wealth ofclassroom strategies to helpall middle and secondaryteachers effectively enabletheir students to develop bothcontent concepts andstrategies for continuedlearning. The goal is to helpteachers model, throughexcellent instruction, the

importance of lifelong content-area learning. Thisworking textbook provides students maximuminteraction with the information, strategies, andexamples presented in each chapter. September 2007: 672ppPb: 978-0-8058-5205-9: £44.99 $69.95

Instructor’s Manual: 978-0-8058-6161-7: Free Upon AdoptioneBook: 978-1-4106-1616-6www.routledge.com/9780805852059

4TH EDITION

Teaching Reading to Every ChildDiane Lapp and James Flood, both at San DiegoState University, USA, Cynthia Brock, University ofNevada at Reno, USA and Douglas Fisher, SanDiego State University, USASeptember 2006: 472ppPb: 978-0-8058-4006-3: £33.99 $57.95

Instructor’s Manual: 978-0-8058-4007-0: Free Upon Adoption eBook: 978-1-4106-1790-3www.routledge.com/9780805840063

Effective Practice for Adolescentswith Reading and LiteracyChallengesEdited by Lou Denti, California State University atMonterey Bay, USA and Gilbert Guerin, San JoseState University, USA

This collection providessecondary teachers withpractical approaches toimproving literacy and offersaccounts of successfulevidence-based programs andpractices that can be tailoredto the needs of teachersworking with strugglingreaders.

November 2007: 6 x 9: 248ppHb: 978-0-415-95736-6: £75.00 $125.00

Pb: 978-0-415-95737-3: £20.99 $36.95

eBook: 978-0-203-93725-9www.routledge.com/9780415957373AVAILABLE AS AN INSPECTION COPY

Interdisciplinary Language Arts and Science Instruction inElementary ClassroomsApplying Research to Practice

Edited by Valarie L. Akerson, Indiana University, USA

Series: Teaching and Learning in Science

This volume brings togetherevidence-based approaches tointerdisciplinary language artsand science instruction. Firmlygrounded in the researchshowing cognitive parallelsbetween the two subjects,and reflecting the manyrecommendations in recentyears for usinginterdisciplinary instruction atthe elementary level, its goal

is to help teachers effectively use this kind ofinstruction in elementary classrooms. July 2007: 336ppHb: 978-0-8058-6002-3: £46.00 $80.00

Pb: 978-0-8058-6003-0: £22.99 $35.00


2ND EDITION

Literacies Across MediaPlaying the Text

Margaret Mackey, University of Alberta, Canada

This thought-provoking,fascinating and highlyinformative text offers both avivid account of a group ofyoung readers coming toterms with texts and a radicalperspective on the growth ofa generation of youngreaders.

March 2007: 224ppHb: 978-0-415-40746-5: £95.00 $180.00

Pb: 978-0-415-40747-2: £24.99 $42.95


3RD EDITION

The Primary English EncyclopediaThe Heart of the Curriculum

Margaret Mallett, Goldsmiths University ofLondon, UK

A comprehensive, user-friendly and interestingreference book that explainskey concepts, ideas andcurrent requirements inprimary English. Includingover 600 entries.

November 2007: 416ppPb: 978-0-415-45103-1: £24.99 $47.95


Reading and TeachingRichard J. Meyer, University of New Mexico, USAand Maryann Manning, University of Alabama atBirmingham, USA

Series: Reflective Teaching and the SocialConditions of Schooling

This book raises questions andprovides a context for pre-service and practicingteachers to understand and toreflect on the complex issuessurrounding the teaching ofreading in the schools. Itpresents real teachers in theirclassrooms, dialogues aboutthat teaching, and exercisesfor further clarification.

January 2007: 224ppPb: 978-0-8058-5429-9: £16.99 $21.50


Teaching Authentic Language Artsin a Test-Driven EraArthur T. Costigan, Queens College, CUNY, USA

Series: Transforming Teaching

Providing teachers with thetheoretical stances andpedagogical tools to developa beneficial Language Artspractice, this book empowersteachers to be effective even within the confines of atesting- and accountability-drivencurriculum.

October 2007: 208ppHb: 978-0-415-95577-5: £75.00 $125.00

Pb: 978-0-415-95578-2: £18.99 $31.95


2ND EDITION

Teaching English, Languageand LiteracyDominic Wyse and Russell Jones, both atLiverpool John Moores University, UK

This fully updated secondedition is an essentialintroduction for anyonelearning to teach English atthe elementary school level.Designed for students oninitial teacher trainingcourses, but also of great useto those teachers wanting tokeep pace with the latestdevelopments in theirspecialist subject, the book

covers the theory and practice of teaching English,language and literacy.December 2007: 304ppHb: 978-0-415-39979-1: £85.00 $150.00

Pb: 978-0-415-39980-7: £18.99 $33.95


CLASSROOM PRACTICE AND TEACHER EDUCATION8




NEW

Emergent Computer LiteracyA Developmental Perspective

Helen Mele Robinson, Borough of ManhattanCommunity College, CUNY, USA


The United States is currently grappling with how toprepare our students to be computer literate citizensin the competitive technological world we live in.Understanding how children develop computerknowledge, and the ways that adults are able toguide their computer learning experiences, is a vitaltask facing parents and educators. Thisgroundbreaking book is an attempt to fill a gap incurrent understanding of how we become computerliterate and proposes a theory of how computerliteracy skills emerge in computer users.October 2008: 210ppHb: 978-0-415-96131-8: £60.00 $95.00


LiteracyAn Advanced Resource Book

Brian V. Street, King’s College, UK andAdam Lefstein, Oxford University, UK

Series: Routledge Applied Linguistics

‘Unique in its conception,range andpedagogic value.’– Mary Scott, Institute of

Education, University ofLondon, UK

This is a comprehensivetextbook which providesstudents and researchers withsupport for advanced study ofthe topic. It introduces readers

to a broad range of approaches to understandingliteracy in educational contexts and in society.

This book:

• Integrates psychological, educational andanthropological approaches to literacy and itsconsequences for individuals and society

• Gathers together influential readings from keynames in this inter-disciplinary field, including:Catherine Snow, David Olson, and Mike Cole

• Presents teachers, students and researchers withmany diverse opportunities to explore forthemselves a broad range of perspectives andmethods of study.

Written by experienced teachers and researchers inthe field, Literacy is an essential textbook forstudents and researchers of Applied Linguistics.January 2008: 272ppHb: 978-0-415-29180-4: £75.00 $135.00

Pb: 978-0-415-29181-1: £21.99 $36.95


Literacies Series

Series Editor: David Barton

This series is been developed in response to theburgeoning research and scholarship in the fieldof literacy studies, and its increasinglyinterdisciplinary nature.

The aim of Literacies is to publish books onreading and writing which consider literacy as asocial practice and which situate reading andwriting within their broader institutionalcontexts.

NEW

Grassroots LiteracyWriting, Identity and Voice in Central Africa

Jan Blommaert, University of Jyvaskyla, Finland

What effect has globalizationhad on our understanding ofliteracy? This book seeks toaddress the relationshipbetween globalization andthe widening gap between‘grassroots’ literacies, orwritings from ordinary peopleand local communities, and‘elite’ literacies.

Displaced from their originalcontext to elite literacy

environments in the form of letters, policedeclarations and pieces of creative writing,‘grassroots’ literacies are unsurprisingly easilydisqualified, either as ‘bad’ forms of literacy, or asmessages that fail to be understood. Through closeanalysis of two unique, handwritten documentsfrom the Democratic Republic of the Congo, JanBlommaert considers how ‘grassroots’ literacy in theThird World develops outside the literacy-saturatedenvironments of the developed world. In examiningthese documents produced by socially andeconomically marginalised writers Blommaertdemonstrates how literacy environments should beunderstood as relatively autonomous systems.

Grassroots Literacy will be key reading for studentsof language and literacy studies as well as aninvaluable resource for anyone with an interest inunderstanding the implications of globalization onlocal literacy practices. August 2008: 240ppHb: 978-0-415-42631-2: £80.00 Pb: 978-0-415-42630-5: £24.99 eBook: 978-0-203-89548-1www.routledge.com/9780415426305

Hiphop LiteraciesElaine Richardson, Pennsylvania State University, USA

Hiphop Literacies is anexploration of the rhetorical,language and literacypractices of AfricanAmericans, with a focus onthe Hiphop generation.Richardson analyses the lyricsand discourse of Hiphop,explodes myths andstereotypes about Blackculture and language andshows how Hiphop language

is a global ambassador of the English language andAmerican culture.October 2006: 160ppHb: 978-0-415-32928-6: £65.00 Pb: 978-0-415-32927-9: £20.99 eBook: 978-0-203-39110-5www.routledge.com/9780415329279

Literacy and GenderResearching Texts, Contexts and Readers

Gemma Moss, Institute of Education, University ofLondon, UK

This book provides a majorcontribution to generaldebates about literacy andgender in schools. It advancesthe theory in literacy as asocial practice as well asproviding practical support tothose researching literacy. Thistimely project is essentialreading for anyone with aninterest in applied linguistics,education or gender studies.

December 2007: 232ppHb: 978-0-415-23456-6: £70.00 Pb: 978-0-415-23457-3: £24.99 eBook: 978-0-203-46427-4www.routledge.com/9780415234573

Literacy, Lives and LearningDavid Barton and Roz Ivanic, both at LancasterUniversity, UK, and Yvon Appleby, Rachel Hodgeand Karin Tusting, all at the Lancaster LiteracyResearch Centre, UK

Demonstrating what it is liketo be an adult learner intoday’s world, this bookfocuses on language, literacyand numeracy learning. Theauthors explore the complexrelationship between learningand adults’ lives, following awide range of individualstudents in various formallearning situations, fromcollege environments to a

young homeless project, and a drug support andaftercare center. The book describes a coherentstrategy of communication and impact which willhave a direct effect on policy and practice.December 2007: 192ppHb: 978-0-415-42485-1: £80.00 Pb: 978-0-415-42486-8: £24.99 www.routledge.com/9780415424868

LITERACY AND TECHNOLOGY 9






NEW

Multimedia and LiteracyDevelopmentImproving Achievement for Young Learners

Edited by Adriana G. Bus, Leiden University, theNetherlands and Susan B. Neuman, University ofMichigan, USA

Representing the state of theart in multimedia applicationsand their promise forenhancing early literacydevelopment, this volumebroadens the field of readingresearch by looking beyondprint-only experiences toyoung readers’ encounterswith multimedia stories onthe Internet and DVD.Multimedia storybooks

include, in addition to static pictures and writtentext, features such as oral text, animations, sounds,zooms, and scaffolds designed to help conveymeaning. These features are changing how youngchildren read text, and also provide technology-based scaffolds for helping struggling readers.

This book reports experimental research andpractices with multimedia stories indicating that newdimensions of media contribute to young children’sability to understand stories and to read textsindependently. This is the first synthesis of evidence-based research in this field. Four keythemes are highlighted:

• Understanding the multimedia environment for learning

• Designing multimedia applications for learning

• New approaches to storybook reading

• Multimedia applications in classroom instruction.

Written in jargon-free language for an internationalaudience of students in university courses on literacyand information technology, researchers,policymakers, program developers, and mediaspecialists, this volume is essential reading for allprofessionals interested in early literacy and earlyinterventions.September 2008: 304ppHb: 978-0-415-98841-4: £80.00 $135.00

Pb: 978-0-415-98842-1: £23.99 $41.95


Libr@riesChanging Information Space and Practice

Edited by Cushla Kapitzke, University ofQueensland, Australia and Bertram C. Bruce,University of Illinois at Urbana-Champaign, USAJune 2006: 360ppHb: 978-0-8058-5481-7: £85.00 $130.00


Interactive Literacy EducationFacilitating Literacy Environments ThroughTechnology

Edited by Charles K. Kinzer, Columbia University,USA and Ludo Verhoeven, Radboud UniversityNijmegen, the Netherlands

This book combines the latestresearch and theory related totechnology-basedinstructional design forchildren’s literacydevelopment. It shows howtechnology can be used tobuild literacy learningenvironments that arecompatible with students’cognitive and social processes.

August 2007: 336ppHb: 978-0-8058-5213-4: £80.00 $89.95

Pb: 978-0-8058-5214-1: £31.99 $49.95


The Digital PencilOne-to-One Computing for Children

Edited by Jing Lei, Syracuse University, USA, Paul F. Conway, University College at Cork, Irelandand Yong Zhao, Michigan State University, USA

This book takes a serioushistorical and internationallook at the ‘digital pencil’movement to equip everystudent with a computingdevice with wirelessconnection. The authorspresent well-reasoneddiscussions about a set ofcomplex and critical issuefacing policy makers,educators, students, parents, and the general public.

September 2007: 272ppHb: 978-0-8058-6060-3: £38.99 $70.00


Global Media DiscourseA Critical Introduction

David Machin, Leicester University, UK andTheo Van Leeuwen, University of Technology atSydney, Australia

Adopting a global focus, thisstudent-friendly textbookexplores media languagethrough the use of a range ofmedia discourse, such asnews reports, Hollywoodmovies and websites. Itincludes exercises, discussionpoints and further reading.

July 2007: 200ppHb: 978-0-415-35945-0: £65.00 $110.00

Pb: 978-0-415-35946-7: £18.99 $31.95


Technology-Mediated LearningEnvironments for Young EnglishLearnersConnections In and Out of School

Edited by L. Leann Parker, University of Californiaat Berkeley, USA

This book explores issuesrelated to the use oftechnologies to supportyoung second-languagelearners and looks atpromising areas for research,design, and development.Grounded in a socioculturaltheoretical framework, itinvites educators, researchers,and educational technologydevelopers to consider a

range of social and cultural factors in utilizingtechnology as a tool to help children from diverselinguistic and cultural backgrounds develop theirEnglish-language and reading skills. November 2007: 336ppHb: 978-0-8058-6232-4: £70.00 $105.00

Pb: 978-0-8058-6233-1: £22.99 $39.95


Writing Across Distances andDisciplinesResearch and Pedagogy in Distributed Learning

Joyce Neff and Carl Whithaus, both at OldDominion University, USA

This book addresses questionsthat cross borders betweenonsite, hybrid, and distributedlearning environments,between higher educationand the workplace, andbetween distance educationand composition pedagogy.Exploring the intersection ofwriting across the curriculum,composition studies, anddistance learning, it provides

an in-depth look at issues of importance tostudents, faculty, and administrators regarding thetechnological future of writing and learning inhigher education. August 2007: 200ppHb: 978-0-8058-5856-3: £33.00 $59.95

Pb: 978-0-8058-5857-0: £19.99 $30.00


VOLUME II

International Handbook of Literacyand TechnologyEdited by Michael C. McKenna, University ofVirginia, USA, Linda D. Labbo, University ofGeorgia, USA, Ronald D. Kieffer, Ohio NorthernUniversity, USA and David Reinking, ClemsonUniversity, USAApril 2006: 440ppHb: 978-0-8058-5087-1: £85.00 $135.00

Pb: 978-0-8058-5088-8: £33.99 $52.95


LITERACY AND TECHNOLOGY10




Routledge Studies in ComputerAssisted Language Learning

Series Editor: Carol Chappelle

Errors and Intelligence inComputer-Assisted LanguageLearningParsers and Pedagogues

Trude Heift, Simon Fraser University, Canada andMathias Schulze, University of Waterloo, Canada

This book provides the first comprehensive overviewof theoretical issues, historical developments andcurrent trends in Intelligent CALL (ICALL) – work atthe intersection of Artificial Intelligence (AI) andComputer-Assisted Language Learning (CALL).June 2007: 304ppHb: 978-0-415-36191-0: £75.00 eBook: 978-0-203-01221-5www.routledge.com/9780415361910

Learner Autonomy and CALLEnvironmentsKlaus Schwienhorst, University of Hanover,Germany

The book describes, in theory and through thepresentation of empirical research, how we candevelop learner autonomy and work towardsreflective and communicative learners that are notafraid to experiment with language and languagelearning in CALL environments.September 2007: 336ppHb: 978-0-415-36190-3: £65.00 eBook: 978-0-203-01220-8www.routledge.com/9780415361903

The Path of Speech Technologies inComputer Assisted LanguageLearningFrom Research Toward Practice

Edited by Melissa Holland and F. Pete Fisher, bothat the Army Research Laboratory, USA

This collection examines the promise and limitationsfor computer-assisted language learning ofemerging speech technologies: speech recognition,text-to-speech synthesis, and acoustic visualization.December 2007: 6 x 9: 270ppHb: 978-0-415-96076-2: £60.00 eBook: 978-0-203-93776-1www.routledge.com/9780415960762

Technology, Literacy, and theEvolution of SocietyImplications of the Work of Jack Goody

Edited by David R. Olson, University of Toronto,Canada and Michael Cole, University of Californiaat San Diego, USAJune 2006: 384ppHb: 978-0-8058-5402-2: £69.00 $110.00


NEW

Generation 1.5 in CollegeCompositionTeaching Academic Writing to U.S.-EducatedLearners of ESL

Mark Roberge, San Francisco State University, USA,Meryl Siegal, Laney College, USA andLinda Harklau, University of Georgia, USA

‘The editors clearly knowwhat they’re doing – theyknow the field, know thesubject matter, understandthe problems. This volumecontributes to the thinkingin the field.’ – Linda LononBlanton, University of NewOrleans, USAThis volume providestheoretical frameworks forunderstanding debates about

immigrant students, studies of students’ schoolingpaths and language and literacy experiences, andpedagogical approaches for working withGeneration 1.5 students. This book:

• Is designed to help both scholars and practitionersreconceptualise the fields of College Compositionand TESOL and create a space for research, theory,and pedagogy focusing on postsecondaryimmigrant ESL students

• Provides both important new theoretical work,which lays the underpinnings for seriouspedagogical innovation, and important newpedagogical approaches.

Because of their varied and complex language andliteracy profiles, Generation 1.5 students are foundin developmental English courses, college ESLcourses, and mainstream college writing courses.This volume is directed to pre-service and in-serviceteachers, teacher educators, and researchersinvolved with educating Generation 1.5 students inthese and other contexts. February 2009: 288ppHb: 978-0-8058-6442-7: £83.33 $150.00

Pb: 978-0-8058-6443-4: £24.99 $46.95


NEW

Race, Culture, and Identities inSecond Language EducationExploring Critically Engaged Practice

Edited by Ryuko Kubota, University of NorthCarolina at Chapel Hill, USA and Angel M. Y. Lin,Chinese University of Hong Kong

The concept and construct of race is often implicitlyyet profoundly connected to issues of culture andidentity. This book fills a need in the field forempirical and conceptual research that specificallyexplores critical issues of race, culture, and identitiesin second language education. The key questionsaddressed are:

• Does race matter? How are issues of race relevantto second language education?

• Interrogating whiteness: How does whitenessinfluence students’ and teachers’ sense of self andinstructional practices?

• Racialized discourses and identity construction ineducational settings: How do discourses ofracialization influence the construction of studentidentities and subjectivities?

• Exploring critically engaged practice – classroomand beyond: How do discourses on race, such ascolourblindness, influence classroom practices,educational interventions, and parentalinvolvement? How can teachers transform thestatus quo?

Topics cover a wide range of themes that emergefrom various pedagogical contexts, including ESLand bilingual programs in primary and secondaryeducation in the U.S. and Canada, post-secondaryESL programs in Australia and the U.S., second andforeign language teacher education in the U.S. andVenezuela, and EFL settings in Brazil, Korea, Japan,Hong Kong, as well as other countries.

Each chapter is grounded in theory and providesimplications for engaged practice. Authors fromdiverse racial, ethnic and cultural backgrounds andgeopolitical locations include both established andbeginning scholars in the field, making the contentvibrant and stimulating. Each chapter begins withpre-reading questions and ends with discussionquestions, to facilitate comprehension and stimulatedialogues.April 2009: 296ppHb: 978-0-415-99506-1: £75.00 $135.00

Pb: 978-0-415-99507-8: £21.99 $39.95


LITERACY AND TECHNOLOGY LANGUAGE DIVERSITY, AND LANGUAGE AND CULTURE 11



Problematizing IdentityEveryday Struggles in Language, Culture, and Education

Edited by Angel M.Y. Lin, Chinese University of Hong Kong

This book argues that identity as a term needs to be problematised, not taken forgranted – for both the risks and the potential that the concept offers to educators forunderstanding issues of social inequality and how social inequality is beingreproduced, and for exploring possible alternative ways educators can work withidentity de/formation processes to seek to break the social reproduction structuresmediated through identity fixing and essentialisation. November 2007: 248ppHb: 978-0-8058-5338-4: £80.00 $90.00

Pb: 978-0-8058-5339-1: £20.99 $29.95





ESL & Applied LingusticsProfessional Series

Series Editor: Eli Hinkel

NEW

Doing Action Research in EnglishLanguage TeachingA Guide for Practitioners

Anne Burns, Macquarie University, Australia

‘Original in approach, engaging in style andpersuasive in terms of its content andstructure.’ – Keith Richards, University of Warwick, UKThis hands-on, practical guide for ESL/EFL teachersand teacher educators outlines, for those who arenew to doing action research, what it is and how itworks. Straightforward and reader friendly, itintroduces the concepts and offers a step-by-stepguide to going through an action research process,including illustrations drawn widely frominternational contexts. Specifically, the textaddresses:

• Action research and how it differs from otherforms of research

• The steps involved in developing an actionresearch project

• Ways of developing a research focus

• Methods of data collection

• Approaches to data analysis

• Making sense of action research for furtherclassroom action

Each chapter includes a variety of pedagogicalactivities:

• Pre-reading questions

• Reflection points invite readers to think about anddiscuss what they have read

• Action points ask readers to carry out action-research related tasks based on what theyhave read

• Classroom voices illustrate aspects of action fromteachers internationally

• Summary points provide a synopsis of thediscussion in the chapter.

Bringing the how-to and the what together, thisbook is the perfect text for BATESOL and MATESOLcourses in which action research is the focus or arequired component. September 2009: 120ppHb: 978-0-415-99144-5: £70.00 Pb: 978-0-415-99145-2: £13.99 www.routledge.com/9780415991452

Cultures, Contexts, and WorldEnglishesYamuna Kachru, University of Illinois at Urbana-Champage, USA and Larry E. Smith,Christopher, Smith & Associates, LLC, USA

This volume aims tofamiliarise readers with thevarieties of world Englishesused across cultures and tocreate awareness of some ofthe linguistic and sociallyrelevant contexts andfunctions that have given riseto them. It emphasises thateffective communicationamong users of differentEnglishes requires awareness

of the varieties in use and their cultural, social, andideational functions. This book:

• Demonstrates the rich results of integrating theory,methodology and application

• Features critical and detailed discussion of thesociolinguistics of English in the globalised world

• Gives equal emphasis to grammar and pragmaticsof variation and to uses of Englishes in spoken andwritten modes in major English-using regions ofthe world.

The Introduction outlines the underlyingsociocultural reasons for language variation anddiscusses the status and functions of English invarious parts of the world. Part One provides thebackground necessary to appreciate variation inEnglish. Part Two presents select features ofgrammatical and lexical variation to relatesociocultural contexts to the structural features ofEnglishes. Part Three sets out the conventions oflanguage use in the spoken and written modesacross cultures. The conclusion briefly discussestopics such as issues of standardization andcodification, ideological stances with regard tolinguistic imperialism and hegemony, violation oflinguistic human rights attributed to the Englishlanguage, and monolingual and ‘native-speakerbias’ associated with practices in the ELT profession.

Each chapter includes suggestions for furtherreading and challenging discussion questions andappropriate research projects designed to enhancethe usefulness of this volume in courses such asWorld Englishes, English in the Global Context,Sociolinguistics, Critical Applied Linguistics,Language Contact and Convergence, Ethnographyof Communication, and CrossculturalCommunication. May 2008: 256ppHb: 978-0-8058-4732-1: £80.00 Pb: 978-0-8058-4733-8: £22.99 eBook: 978-0-203-89134-6www.routledge.com/9780805847338

International English in ItsSociolinguistic ContextsTowards a Socially Sensitive EIL Pedagogy

Sandra Lee McKay, San Francisco State University,USA and Wendy D. Bokhorst-Heng, NationalInstitute of Education, Singapore

Present-day globalization,migration, and the spread ofEnglish have resulted in agreat diversity of social andeducational contexts in whichEnglish learning is takingplace. A basic assumption ofthis book is that becauseEnglish is an internationallanguage, effectivepedagogical decisions cannotbe made without giving

special attention to the many varied contexts inwhich English is taught and learned. Its unique valueis the combination of three strands – globalization,sociolinguistics, and English as an internationallanguage – in one focused volume specificallydesigned for language teachers, providing explicitlinks between sociolinguistic concepts and languagepedagogy. This book:

• Fully recognises the relationship between socialcontext and language teaching

• Describes the social and sociolinguistic factors thataffect the teaching and learning of English

• Examines how the social context is influential indetermining which languages are promoted inschools and society and how these languages aretaught

• Is unique in directly relating basic constructs insociolinguistics to English language teaching

• Features case studies that illustrate the diversity ofEnglish teaching contexts.

Directed to a wide TESOL and applied linguisticsprofessional readership, this text will be particularlyuseful and effective for pre-service and in-serviceprofessional development in TESOL for K-12 andhigher education levels.June 2008: 232ppHb: 978-0-8058-6337-6: £75.00 Pb: 978-0-8058-6338-3: £22.99 eBook: 978-1-4106-1798-9www.routledge.com/9780805863383

Researching Second LanguageClassroomsSandra Lee McKay, San Francisco State University, USAJanuary 2006: 200ppPb: 978-0-8058-5340-7: £17.99 eBook: 978-1-4106-1737-8www.routledge.com/9780805853407AVAILABLE AS AN INSPECTION COPY

LANGUAGE DIVERSITY, AND LANGUAGE AND CULTURE12




NEW

Leadership in English LanguageEducationTheoretical Foundations and Practical Skills forChanging Times

Edited by MaryAnn Christison, University of Utah,USA and Denise E. Murray, Macquarie University,Australia

’This book is a metaphorfor the authors themselves:thorough, detailed,committed to professionaldevelopment as a tool forexcellence in outcomes. Itreflects their long-standingcommitment to soundscholarship and theirrecognition in the field asteachers/scholars.’ – Michele Sabino, University

of Houston, USA

‘As an individual in a position of leadershipwithin the field of English language teaching inU.S. higher education, I was very stimulated bymany of the ideas on leadership, management,and administration.’ – James Valentine, Universityof Southern California, USAThis book presents both theoretical approaches toleadership and practical skills leaders in Englishlanguage education need to be effective. Practicalskills are discussed in detail, providing readers withthe opportunity to acquire new skills and applythem in their own contexts. The book is organisedaround three themes:

• The roles and characteristics of leaders

• Skills for leading

• ELT leadership in practice.

Leadership theories and approaches from businessand industry are applied to and conclusions aredrawn for English language teaching in a variety oforganizational contexts, including intensive Englishprograms in English-speaking countries, TESOLdepartments in universities, ESL programs incommunity colleges, EFL departments in non-Englishspeaking countries, adult education programs, andcommercial ELT centers and schools around theworld. This book is an essential resource for alladministrators, teachers, academics, and teachercandidates in English language education. November 2008: 288ppHb: 978-0-8058-6310-9: £70.00 Pb: 978-0-8058-6311-6: £21.99 eBook: 978-1-4106-1769-9www.routledge.com/9780805863116

NEW

Teaching ESL/EFL Listening andSpeakingI.S.P. Nation and Jonathan Newton, both atVictoria University of Wellington, New Zealand

Using a framework based onprinciples of teaching andlearning, this guide forteachers and teacher traineesprovides a wealth ofsuggestions for helpinglearners at all levels ofproficiency develop theirlistening and speaking skillsand fluency. By followingthese suggestions, which areorganised around four strands

– meaning-focused input, meaning-focused output,language-focused learning, and fluencydevelopment – teachers will be able to design andpresent a balanced program for their students.

This book, and its companion text, Teaching ESL/EFLReading and Writing, are similar in format and thekinds of topics covered, but do not need to be usedtogether. Drawing on research and theory in appliedlinguistics, their focus is strongly hands-on,featuring:

• Easily applied principles

• A large number of useful teaching techniques

• Guidelines for testing and monitoring.

All Certificate, Diploma, Masters and Doctoralcourses for teachers of English as a second orforeign language include a teaching methodscomponent. The texts are designed for and havebeen field tested in such programs.August 2008: 6 x 9: 224ppHb: 978-0-415-98969-5: £75.00 Pb: 978-0-415-98970-1: £16.99 eBook: 978-0-203-89170-4www.routledge.com/9780415989701

NEW

Teaching ESL/EFL Reading andWritingI.S.P. Nation, Victoria University of Wellington, New Zealand

Using a framework based onprinciples of teaching andlearning, this guide forteachers and teacher traineesprovides a wealth ofsuggestions for helpinglearners at all levels ofproficiency develop theirreading and writing skills andfluency.

August 2008: 184ppHb: 978-0-415-98967-1: £75.00 Pb: 978-0-415-98968-8: £16.99 eBook: 978-0-203-89164-3www.routledge.com/9780415989688

Teaching Chinese, Japanese, and Korean Heritage Language StudentsCurriculum Needs, Materials, and Assessment

Edited by Kimi Kondo-Brown and James DeanBrown, both at the University of Hawaii at Manoa, USA

This book contributes tobuilding the researchknowledge that languageteaching professionals need indeveloping curriculum for thelarge population of East Asianheritage students (includingChinese, Japanese, andKorean) in countries like theUnited States, Canada, andAustralia, where speakers ofEast Asian languages are

among the fastest growing populations.August 2007: 368ppHb: 978-0-8058-5877-8: £80.00 Pb: 978-0-8058-5878-5: £22.99 eBook: 978-1-4106-1653-1www.routledge.com/9780805858785

Classroom Interactions as Cross-Cultural EncountersNative Speakers in EFL Lessons

Jasmine C.M. Luk, University of Hong Kong andAngel M.Y. Lin, Chinese University of Hong KongAugust 2006: 264ppHb: 978-0-8058-5083-3: £55.00 Pb: 978-0-8058-5084-0: £21.99 eBook: 978-1-4106-1434-6www.routledge.com/9780805850840

Dialects, Englishes, Creoles, andEducationEdited by Shondel J. Nero, Saint John’s University, USAMarch 2006: 368ppHb: 978-0-8058-4658-4: £70.00 Pb: 978-0-8058-4659-1: £23.99 eBook: 978-0-203-92866-0www.routledge.com/9780805846591

2ND EDITION

English L2 ReadingGetting to the Bottom

Barbara M. Birch, California State University atFresno, USAAugust 2006: 256ppPb: 978-0-8058-5929-4: £19.99 eBook: 978-1-4106-1493-3www.routledge.com/9780805859294AVAILABLE AS AN INSPECTION COPY

LANGUAGE DIVERSITY, AND LANGUAGE AND CULTURE 13






Language, Culture and Teaching Series

Series Editor: Sonia Nieto

NEW

Literacy and PowerHilary Janks, University of Witwatersrand, South Africa

In this book – a landmark text that is both engagingand accessible – Hilary Janks addresses the followingquestions and many more:

• Is literacy a skill or a social practice?

• In what ways is literacy embodied?

• Do texts have designs on us and what can we doabout it?

• How does language construct reality?

• What is ‘linguistic capital’ and who has it?

• Who gets access to new literacies and who isexcluded?

• How is literacy implicated in relations of powerand questions of identity in our daily lives?

Janks shows how competing orientations to criticalliteracy education – domination (power), access,diversity, design – foreground one over the other.Her central argument is that these differentorientations are crucially interdependent and needto work together to create possibilities for redesignand social action that serve a social justice agenda.Recognizing ongoing change in socio-historicalconditions, in the communication landscape, and inthe applications of critical literacy, she examines thetheory underpinning each orientation, and developsnew theory in the argument for interdependenceand integration. Most important, Literacy and Powersits at the interface between theory and practice,constantly moving from one to the other. It is richwith examples of how to use these orientations inreal teaching contexts, and how to use them tocounterbalance one another.

In the groundbreaking final chapter Janks showsways of working ‘beyond reason’. Considering howthe rationalist underpinning of critical literacy tendsto exclude the non-rational – pleasure and play,desire and the unconscious – she makes the casethat these need to be taken seriously given theirpower to cut across the work of critical literacyeducators working from any orientation.August 2009: 224ppHb: 978-0-8058-5577-7: £70.00 Pb: 978-0-415-99963-2: £22.99www.routledge.com/978041599632

NEW2ND EDITION

Language, Culture, and TeachingCritical Perspectives for a New Century

Sonia Nieto, University of Massachusettsat Amherst, USA

Offering information, insights, and motivation toteach students of diverse backgrounds, this textpresents examples of real-life dilemmas aboutdiversity that teachers will face in their ownclassrooms; ideas about how language, culture, andteaching are linked; and ways to engage with theseideas through reflection and collaborative inquiry.Sonia Nieto speaks directly to current and futureteachers in this thoughtful integration of journalarticles and book chapters she has published inrecent years and creative pedagogical features.Specifically, Language, Culture, and Teaching offersin each chapter critical questions to help readersbuild on the knowledge they have gained byanalyzing the concepts further; classroom activitiesthat provide suggestions for applying what theyhave learned to their own teaching context; andcommunity activities suggesting projects beyond theclassroom context, in settings ranging from theschool or district to the state or national level.

New times deserve new textbooks that engageteachers in viewing students’ cultural and linguisticdifferences in a more hopeful and critical way, andin changing classroom practices and school policiesto promote the learning of all students. Althoughno easy answers are available to fix the problemsand uncertainties teachers encounter every day,there are thoughtful ways to address them thatrespect teachers’ and other educators’professionalism, honour the identities of studentsand their families, and validate the nation’s claim toeducate students of all backgrounds. The aim of thistext is to help practicing and pre-service teachersaccomplish these goals.

About the Second Edition: 8 of the 13 chapters areeither revised versions of chapters in the first editionor entirely new. NCLB and other more recent topicsare covered in these new chapters.May 2009: 320ppHb: 978-0-415-99968-7: £75.00 Pb: 978-0-415-99974-8: £24.99 www.routledge.com/9780415999748

3RD EDITION

With Literacy and Justice for AllRethinking the Social in Language and Education

Carole Edelsky, Arizona State University, USA

This book helps educationprofessionals understand thechanging social, political, andeconomic conditions forlanguage and literacyinstruction and secondlanguage learning inparticular contexts. March 2006: 336ppHb: 978-0-8058-5507-4: £55.00 Pb: 978-0-8058-5508-1: £15.99 eBook: 978-1-4106-1796-5


NEW

Home-School Connections in aMulticultural SocietyLearning from and with Culturally andLinguistically Diverse Families

Edited by Maria Luiza Dantas, University of SanDiego, USA and Patrick C. Manyak, University ofWyoming, USA

Educators everywhere confront critical issues relatedto families, schooling, and teaching in diversesettings. Directly addressing this reality, this bookshows pre-service and practicing teachers how torecognise and build on the rich resources forenhancing school learning that exist within culturallyand linguistically diverse families. The aim is todisrupt deficit assumptions about, and highlight thevalue of, the cultural experiences and knowledgethat these children acquire in their homes andcommunities.

Part One presents ethnographic portraits ofchildren and families from numerous ethnic andcultural backgrounds. The ethnographic detailmakes visible the learning resources that childrenfrom diverse cultures and communities bring toschool, their perceptions of schooling, and thechallenges they face as they move between homeand school environments.

Part Two introduces key sociocultural andethnographic concepts, in ways that are bothaccessible and challenging, and applies theseconcepts as lenses through which to examine theportraits.

Combining engaging cases and relevant keyconcepts with thought-provoking pedagogicalfeatures, this text leads readers to extend theirnotions of learning resources, to rethink theconventional practices used to evaluate and fosterstudents’ ‘readiness’ for school learning, and toconsider the types of knowledge and dispositionsthat teachers in a multicultural society need in orderto foster student engagement and home-schoolconnections. July 2009: 272ppHb: 978-0-415-99756-0: £75.00 Pb: 978-0-415-99757-7: £22.99 www.routledge.com/9780415997577





NEW

Critical Multicultural Analysis ofChildren’s LiteratureMirrors, Windows, and Doors

Maria José Botelho and Masha KabakowRudman, both at the University of Massachusettsand Amherst, USA

‘Children’s literature is acontested terrain, as ismulticultural education.Taken together, they posea formidable challenge toboth classroom teachersand academics. Rather thandeny the inherent conflictsand tensions in the field, in[this book], Maria JoséBotelho and MashaKabakow Rudman

confront, deconstruct, and reconstruct theseterrains by proposing a reframing of the field.Surely all of us – children, teachers, andacademics – can benefit from this moreexpansive understanding of what it means toread books.’ – Sonia Nieto, From the ForewordCritical multicultural analysis provides a philosophicalshift for teaching literature, constructing curriculum,and taking up issues of diversity and social justice. Itproblematises children’s literature, offers a way ofreading power, explores the complex web ofsociopolitical relations, and deconstructs taken-for-granted assumptions about language,meaning, reading, and literature: It is literary studyas sociopolitical change.

Bringing a critical lens to the study ofmulticulturalism in children’s literature, this bookinvites teachers, teacher educators, and researchersof children’s literature to analyse the ideologicaldimensions of reading and studying literature.Critical multicultural analysis offers mirrors forreaders to locate themselves in text and image andunveils language use as reflections of power;provides windows or multiple views of society; and,through critical engagement with texts and theirlived experiences, opens doors for readers tore-imagine and transform the world.

Each chapter includes recommendations forclassroom application, classroom research, andfurther reading. Helpful end-of-book appendicesinclude a list of international, national, regional, andculturally specific children’s book awards; lists ofpublishers, organised by conglomerates and smallpresses; diagrams of the power continuum and thetheoretical framework of critical multiculturalanalysis; and lists of selected children’s literaturejournals and online resources. March 2009: 325ppHb: 978-0-415-99666-2: £75.00Pb: 978-0-8058-3711-7: £27.99ebook: 978-0-203-88520-8www.routledge.com/9780805837117

NEW

Toward a Literacy of PromiseJoining the African American Struggle

Edited by Linda A. Spears-Bunton, FloridaInternational University, USA and Rebecca Powell,Georgetown College, USA

’[This book] gives usstrategies for bringing lifeback to school; it allows usto think creatively aboutconnecting instruction tothe lives of children whohave not been well-servedand it gives us hope foreducating a generationthat can change the statusquo, that will build theAmerica we have yet to

see the one that made that as-yet-unfulfilledpromise of liberty and justice for all.’ – LisaDelpit, From the Foreword

This book examines popular assumptions aboutliteracy and challenges readers to question how ithas been used historically both to empower and tooppress. The authors offer an alternative view ofliteracy – a ‘literacy of promise’ – that charts anemancipatory agenda for literacy instructionalpractices in schools. Weaving together criticalperspectives on pedagogy, language, literature, andpopular texts, each chapter provides an in-depthdiscussion that illuminates how a literacy of promisecan be realised in schools and classrooms. Althoughthe major focus is on African American middle andsecondary students as a population that hasexperienced the consequences of inequality, thechapters demonstrate general and specificapplications to other populations.September 2008: 224ppHb: 978-0-415-99518-4: £80.00Pb: 978-0-8058-4536-5: £20.99www.routledge.com/9780805845365

Critical Literacy and Urban YouthPedagogies of Access, Dissent, and Liberation

Ernest Morrell, University of California at LosAngeles, USA

Distinguished by it’s weavingtogether of theory andpractice, this book offers aninterrogation of critical theorydeveloped from the author’swork with young people inclassrooms, neighborhoods,and institutions of power.

December 2007: 272ppHb: 978-0-8058-5663-7: £75.00 Pb: 978-0-8058-5664-4: £23.99 eBook: 978-0-203-93791-4www.routledge.com/9780805856644

The Work of Language inMulticultural ClassroomsTalking Science, Writing Science

Edited by Katherine Richardson Bruna, Iowa StateUniversity, USA and Kimberley Gomez, Universityof Illinois at Chicago, USA

How does language comprisethe implicit or explicitcurriculum of teaching andlearning in multiculturalscience settings? Building ona growing interest in the waysin which language andliteracy practices interact withscience teaching and learningto facilitate or obstructsuccessful student outcomes,this book contributes to

scholarship on the role of language in developingclassroom scientific communities of practice,expands that work by highlighting the challengesfaced specifically by ethnic and linguistic ‘minority’students and their teachers in joining thosecommunities, and showcases exemplary teachingand research initiatives for helping to meet thesechallenges.

Offering teacher practitioners and researchers in thefields of science education and multiculturaleducation lenses through which they can criticallyconsider the myriad of classroom settings,instructional approaches, curricular materials, andscientific topics involved in what it means to teachscience while pointedly addressing concerns aboutequity of educational opportunity, this volume servesas a powerful resource for linking theory andpractice. End-of-chapter reflection questions andengagement activities facilitate discussion roundthese issues and provide rich opportunities for thereader to consider the implications of each chapterfor science instruction and research and to applyinsights developed in a real-world science teachingand learning contexts.July 2008: 384ppHb: 978-0-8058-6427-4: £80.00 Pb: 978-0-8058-6428-1: £22.99 eBook: 978-1-4106-1860-3www.routledge.com/9780805864281

Beyond GrammarLanguage, Power, and the Classroom

Mary R. Harmon, Saginaw Valley State University,USA and Marilyn J. Wilson, Michigan StateUniversity, USAMay 2006: 256ppPb: 978-0-8058-3715-5: £17.99 eBook: 978-0-203-92916-2www.routledge.com/9780805837155







NEW

Affirming Students’ Right to TheirOwn LanguageBridging Language Policies and PedagogicalPractices

Edited by Jerrie Cobb Scott, University ofMemphis, USA, Dolores Y. Straker, University ofCincinnati, USA and Laurie Katz, Ohio StateUniversity, USA

A co-publication of the National Council ofTeachers of English and Routledge

How can teachers makesound pedagogical decisionsand advocate for educationalpolicies that best serve theneeds of students in today’sdiverse classrooms? What isthe pedagogical value ofproviding culturally andlinguistically diverse studentsgreater access to their ownlanguage and culturalorientations?

This landmark volume responds to the call to attendto the unfinished pedagogical business of the NCTEConference on College Composition andCommunication 1974 Students’ Right to Their OwnLanguage resolution. Chronicling the interplaybetween legislated and litigated education policiesand language and literacy teaching in diverseclassrooms, it presents exemplary research-basedpractices that maximize students learning byutilizing their home-based cultural, language, andliteracy practices to help them meet schoolexpectations.

Pre-service teachers, practicing teachers, and teachereducators need both resources and knowledge,including global perspectives, about languagevariation in PreK-12 classrooms and hands-onstrategies that enable teachers to promote students’use of their own language in the classroom whilealso addressing mandated content and performancestandards. This book meets that need. November 2008: 432ppHb: 978-0-8058-6348-2: £80.95135.00

Pb: 978-0-8058-6349-9: £24.99 $44.95


NEW2ND EDITION

Critical Perspectives on Harry PotterEdited by Elizabeth E. Heilman, Michigan StateUniversity, USA

As the wild success of theHarry Potter series has givenrise to ‘Pottermania,’ theadventures of the youngsorcerer have inspired multiplemovies, countless Websitesand blogs, fans clubs and awide range of paraphernalia.This significant culturalphenomenon constitutes apowerful form of social text,and speaks volumes about the

intersections of ideology, popular culture, andchildhood. This book provides overdue analyses ofthe Potter books as phenomenon, bringing togetherscholars from various disciplines to examine theimpact of the series. This thoroughly updatedrevised edition includes essays updated to explorethe full scope of the 7-book series and new materialon what it has meant for a generation of children togrow up with Harry Potter. DISCLAIMER: This book is not authorised, approved, licensed, orendorsed by J.K. Rowling, Warner Bros. Entertainment Inc., oranyone associated with the Harry Potter books or movies.

August 2008: 368ppPb: 978-0-415-96484-5: £20.99 $36.95


Roc the Mic RightThe Language of Hip Hop Culture

H. Samy Alim, University of California at LosAngeles, USA

Exploring the central role oflanguage in the Hip HopNation, this fascinating bookexamines the complexity andcreativity of lyrical production,the real conversations ofcelebrated Hip Hop artists,and Hip Hop language in aneducational context.

August 2006: 208ppHb: 978-0-415-35877-4: £75.00 $135.00

Pb: 978-0-415-35878-1: £21.99 $39.95


NEW

Global Linguistic FlowsHip Hop Cultures, Youth Identities, and thePolitics of Language

Edited by H. Samy Alim, University of California atLos Angeles, USA, Awad Ibrahim, University ofOttawa, Canada and Alastair Pennycook,University of Technology, Australia

Located at the intersection ofsociolinguistics and Hip HopStudies, this cutting-edgebook moves around the world– spanning Africa, Asia,Australia, the Americas andthe European Union – toexplore Hip Hop Cultures,youth identities, the politics oflanguage, and thesimultaneous processes ofglobalization and localization.

Focusing closely on language, these scholars ofsociolinguistics, linguistic anthropology, (Hip Hop)cultural studies, and critical pedagogies offerlinguistic insights to the growing scholarship on HipHop Culture, while reorienting their respective fieldsby paying closer attention to processes ofglobalization and localization.

The book engages complex processes such astransnationalism, (im)migration, cultural flow, anddiaspora in an effort to expand current theoreticalapproaches to language choice and agency, speechstyle and stylization, code-switching and languagemixing, crossing and sociolinguistic variation, andlanguage use and globalization. Moving throughoutthe Global Hip Hop Nation, through scenes asdiverse as Hong Kong’s urban center, Germany’sMannheim inner-city district of Weststadt, theBrazilian favelas, the streets of Lagos and Dar esSalaam, and the hoods of the San Francisco BayArea, this global intellectual cipha breaks newground in the ethnographic study of language andpopular culture.September 2008: 272ppHb: 978-0-8058-6283-6: £80.00 $135.00

Pb: 978-0-8058-6285-0: £23.99 $41.95





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The Home–School ConnectionLessons Learned in a Culturally and LinguisticallyDiverse Community

Flora V. Rodríguez-Brown, University of Illinois atChicago, USA

‘In this unique contributionto the literature onparental involvement inculturally and linguisticallydiverse communities, FloraRodríguez-Brown offers acritique of family literacyprograms that lack a cleardesign for literacy activitiesrelevant to communitygoals, offering analternative model that is

grounded within an abiding respect for theparents’ role as the child’s first, and ultimately,most important teacher.’ – Robert D. Milk,University of Texas at San Antonio, USA

The Project FLAME program used as context for thisbook is a comprehensive family literacy modelsupported by a strong sociocultural frameworkbased on current research on cultural ways oflearning and theories of multiliteracies anddiscourse. The model highlights the relevance ofparents’ knowledge, cultural ways, and discourses insharing literacy knowledge with their children.

A pressing need exists for models and programs thateffectively serve the educational needs of thesteadily increasing numbers of culturally andlinguistically diverse students in U.S. public schoolstoday. Addressing issues related to development,implementation, and effectiveness of a programmodel that fulfills this need, this book is an essentialresource for educators, community workers, andresearchers interested in the relevance of thehome-school connection in relation to children’sschool success.July 2008: 192ppHb: 978-0-8058-5784-9: £80.00 $135.00

Pb: 978-0-8058-5785-6: £23.99 $41.95


Language and InteractionAn Advanced Resource Book

Richard F. Young, University of Wisconsin atMadison, USA

Series: Routledge Applied Linguistics

’This book provides anexcellent, comprehensiveresource for teachingdegree programmes in thefields of language, socialinteraction and humancommunication. Thediscussion is alwaysextremely clear and thereis a very broad coverage ofrelevant issues, approachesand methodologies. The

discussion is complemented by a range ofreadings, data, exercises and tasks, making thebook also very suitable for self-study.’– Paul Seedhouse, Newcastle University, UK

This book introduces key concepts in language andsocial interaction. It describes how individualsdevelop skills in social interaction and shows howpeople create identities through their use oflanguage. The book brings together essentialreadings in anthropology, discourse studies andsociology. Throughout topics are revisited, extended,interwoven and deconstructed, with the reader’sunderstanding strengthened by tasks and follow-upquestions.

Written by an experienced teacher and researcher inthe field, Language and Interaction is an essentialresource for students and researchers of appliedlinguistics and communication studies.July 2008: 352ppHb: 978-0-415-38552-7: £75.00 $135.00

Pb: 978-0-415-38553-4: £21.99 $36.95


NEW

Sexual Identities in EnglishLanguage EducationClassroom Conversations

Cynthia D. Nelson, University of Sydney, Australia

What pedagogic challengesand opportunities arise as gay,lesbian, and queer themesand perspectives become anincreasingly visible part ofEnglish language classeswithin a variety of languagelearning contexts and levels?What sorts of teachingpractices are needed in orderto productively explore thesociosexual aspects of

language, identity, culture, and communication?How can English language teachers promotelanguage learning through the development ofteaching approaches that do not presume anexclusively heterosexual world?

Drawing on the experiences of over 100 languageteachers and learners, and using a wide range ofresearch and theory, especially queer educationresearch, this innovative, cutting-edge book skillfullyinterweaves classroom voices and theoretical analysisto provide informed guidance and a practicalframework of macrostrategies English languageteachers (of any sexual identification) can use toengage with lesbian/gay themes in the classroom. Inso doing, it illuminates broader questions abouthow to address social diversity, social inequity, andsocial inquiry in a classroom context. October 2008: 256ppHb: 978-0-8058-6367-3: £75.00 $135.00

Pb: 978-0-8058-6368-0: £25.99 $44.95





Telling Stories to Change the WorldGlobal Voices on the Power of Narrative to BuildCommunity and Make Social Justice Claims

Edited by Rickie Solinger, Historian and Curator,USA, Madeline Fox, Graduate Center, CUNY, USAand Kayhan Irani, Artist and Activist, USA

Series: Teaching/Learning Social Justice

This book is a powerfulcollection of essays aboutcommunity-based andinterest-based projects wherestorytelling is used as astrategy for speaking out forjustice. Contributors fromlocations across the globe – including Uganda, Darfur,China, Afghanistan, SouthAfrica, New Orleans, andChicago – describe grassroots

projects in which communities use narrative as away of exploring what a more just society mightlook like and what civic engagement means. Thesecompelling accounts of resistance, hope, and visionshowcase the power of the storytelling form togenerate critique and collective action. Together,these projects demonstrate the contemporary powerof stories to stimulate engagement, activecitizenship, the pride of identity, and the humility ofhuman connectedness.May 2008: 280ppHb: 978-0-415-96079-3: £75.00 $130.00

Pb: 978-0-415-96080-9: £18.99 $33.95


Adult BiliteracySociocultural and Programmatic Responses

Edited by Klaudia M. Rivera, Long Island University,USA and Ana Huerta-Macías, University of Texas atEl Paso, USA

Offering an in-depth view ofadult literacy and biliteracy bymerging two fields – adultliteracy and English as aSecond Language – thisvolume brings to the forefrontlinguistic, demographic,sociocultural, workforce,familial, academic, and otherissues surrounding thedevelopment of bilingualismand biliteracy by adults in the

USA. It helps to fill a gap in the research literatureon language development among adults and bringsto light issues that are integral to the success ofimmigrant populations in the USA.August 2007: 248ppHb: 978-0-8058-5361-2: £80.00 $75.00

Pb: 978-0-8058-5362-9: £22.99 $29.95


Black Communications andLearning to ReadBuilding on Children’s Linguistic and CulturalStrengths

Terry Meier, Wheelock College, USA

This book is about effectiveliteracy instruction forstudents in grades K-4 whouse the language variety thatmany linguists call AfricanAmerican English, but which,as explained in theIntroduction, the author callsBlack Communications (BC).Throughout, considerableattention is given todiscussing the integral and

complex interconnections among African Americanlanguage, culture, and history, drawing significantlyon examples from African American historical andliterary sources.September 2007: 352ppHb: 978-0-8058-5759-7: £55.00 $95.00

Pb: 978-0-8058-5760-3: £22.99 $40.00


Cultural Practices of LiteracyCase Studies of Language, Literacy, SocialPractice, and Power

Edited by Victoria Purcell-Gates, University ofBritish Columbia, Canada

This book presents casestudies of literacy practices asshaped by culture, language,community, and power. Thestudies cover a range ofcontexts and explore anumber of relevantdimensions in the evolvingpicture of literacy as situated,multiple, and social.

March 2007: 256ppHb: 978-0-8058-5491-6: £80.00 $69.95

Pb: 978-0-8058-5492-3: £20.99 $27.50


Culturally Contested LiteraciesAmerica’s ‘Rainbow Underclass’ and UrbanSchools

Guofang Li, Michigan State University, USA

This book examines the homeand school literacyexperiences of children from auniquely socio-culturalperspective, including vivid,detailed case studiesdescribing the lives andliteracy practices of sixfamilies.

November 2007: 224ppHb: 978-0-415-95564-5: £75.00 $125.00

Pb: 978-0-415-95565-2: £20.99 $32.95


Developing Reading and Writing inSecond-Language LearnersLessons from the Report of the National LiteracyPanel on Language-Minority Children and Youth

Edited by Diane August, Center for AppliedLinguistics, USA and Timothy Shanahan, Universityof Illinois at Chicago, USA

A co-publication of Routledge, the Centerfor Applied Linguistics, and the InternationalReading Association

This book, a shorter version ofDeveloping Literacy inSecond-Language Learners,reporting the findings of theNational Literacy Panel onLanguage-Minority Childrenand Youth, conciselysummarises what is knownfrom empirical research aboutthe development of literacy inlanguage-minority childrenand youth, including

development, environment, instruction, andassessment. August 2007: 336ppHb: 978-0-8058-6208-9: £80.00 $135.00

Pb: 978-0-8058-6209-6: £16.99 $25.00


Developing Literacy in Second-Language LearnersReport of the National Literacy Panel onLanguage-Minority Children and Youth

Edited by Diane August, Center for AppliedLinguistics, USA and Timothy Shanahan, Universityof Illinois at Chicago, USAJuly 2006: 688ppHb: 978-0-8058-6076-4: £170.00 $260.00

Pb: 978-0-8058-6077-1: £44.99 $67.95


2ND EDITION

Dialects in Schools andCommunitiesCarolyn Temple Adger, Center for AppliedLinguistics, USA, Walt Wolfram, North CarolinaState University, USA and Donna Christian, Centerfor Applied Linguistics, USA

This book describes dialectdifferences in AmericanEnglish and their impact oneducation and everyday life. Itexplores some of the majorissues that confronteducational practitioners andsuggests what practitionerscan do to recognise students’language abilities, supporttheir language development,and expand their knowledge about dialects.

January 2007: 240ppHb: 978-0-8058-4315-6: £80.00 $79.95

Pb: 978-0-8058-4316-3: £22.99 $32.95






NEW IN PAPERBACK

Heritage Language EducationA New Field Emerging

Edited by Donna M. Brinton, Soka University ofAmerica, USA and Olga Kagan and Susan Bauckus, both at the University of California at Los Angeles, USA

This volume presents amultidisciplinary perspectiveon teaching heritagelanguage learners.Contributors from theoreticaland applied linguistics,sociolinguistics, psychology,educational policy, andpedagogy specialists explorepolicy and societal issues,present linguistic case studies,and discuss curricular issues,

offering both research and hands-on innovation. November 2007: 384ppHb: 978-0-8058-4803-8: £75.00 $125.00

Pb: 978-0-415-99588-7: £25.99 $44.95


High School Students’ CompetingSocial WorldsNegotiating Identities and Allegiances inResponse to Multicultural Literature

Richard Beach, University of Minnesota, USA,Amanda Haertling Thein, University of Pittsburgh,USA and Daryl L. Parks, Metropolitan StateUniversity, USA

This book examines howworking-class high schoolstudents’ identity constructionis continually mediated bydiscourses and culturalpractices operating in theirclassroom, school, family,sports, community, andworkplace worlds.Highlighting the influence ofsociocultural forces, the bookcontributes to understanding

the role of institutions in shaping adolescents’ lives,and identifies needs that must be addressed toimprove those institutions.July 2007: 352ppHb: 978-0-8058-5854-9: £80.00 $80.00

Pb: 978-0-8058-5855-6: £19.99 $29.95


Inclusive Pedagogy for EnglishLanguage LearnersA Handbook of Research-Informed Practices

Edited by Lorrie Stoops Verplaetse and Naomi Migliacci, Southern Connecticut StateUniversity, USA

In this Handbook leadingresearchers, teachereducators, and expertpractitioners speak to currentand future educators andeducational leaders inunderstandable languageabout the research thatinforms best practices forEnglish language learnersintegrated into the K-12public school system. It is

designed to help educators to define, select, anddefend realistic educational practices that includeand serve well their English language learningstudent populations. September 2007: 384ppHb: 978-0-8058-5719-1: £80.00 $135.00

Pb: 978-0-8058-5720-7: £28.99 $49.95


Language and Minority RightsEthnicity, Nationalism and the Politics ofLanguage

Stephen May, University of Waikato, New Zealand

In this provocative andground-breaking book,Stephen May argues for anon-essentialist understandingof language rights, while atthe same time outlining whylanguage rights, particularlyfor minority groups, aredefensible and important,both academically andpolitically.

November 2007: 404ppPb: 978-0-415-96489-0: £31.99 $54.95


Language, Culture, and Communityin Teacher EducationEdited by María Estela Brisk, Boston College, USA

Published by Routledge for the AmericanAssociation of Colleges for TeacherEducation

Every classroom in the countryis already, or will soon be,deeply affected by thechanging demographics ofAmerica’s students. Thisvolume addresses the pressingreality in teacher educationthat all teachers need to beprepared to work effectivelywith linguistically andculturally diverse studentpopulations.

September 2007: 432ppHb: 978-0-8058-5697-2: £46.99 $80.00

Pb: 978-0-8058-5698-9: £20.99 $29.95


2ND EDITION

Bilingual EducationFrom Compensatory To Quality Schooling

María Estela Brisk, Boston College, USASeptember 2005: 272ppPb: 978-0-8058-4773-4: £18.99 $18.50


The Literacy GameThe Story of The National Literacy Strategy

John Stannard, National Literacy Project, UK andLaura Huxford, University of Oxford, UK

Foreword by Sir Michael Barber

A vital introduction and critical appraisal forpractitioners and students, this book examines theorigins, evolution and impact of the NationalLiteracy Strategy, and provides a fully comprehensivecontribution to the teaching of literacy and themanagement of educational change. August 2007: 224ppHb: 978-0-415-41700-6: £85.00 $160.00

Pb: 978-0-415-41701-3: £19.99 $35.95





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3RD EDITION

Social Linguistics and LiteraciesIdeology in Discourses

James Paul Gee, University of Wisconsin atMadison, USA

Covering contemporary, socialand cultural approaches toliteracy, this text helps bridgethe disciplinary gap betweenthe study of language andliteracy, and the study ofsocial theory and criticalpedagogy.

October 2007: 256ppHb: 978-0-415-42775-3: £95.00 $170.00

Pb: 978-0-415-42776-0: £22.99 $40.95

eBook: 978-0-203-94480-6www.routledge.com/9780415427760This book is unavailable in Canada

Undergraduates in a SecondLanguageChallenges and Complexities of AcademicLiteracy Development

Ilona Leki, University of Tennessee at Knoxville, USA

This is the first book-lengthstudy of bilingual,international, and immigrantstudents in English writingcourses that attempts to fullyembed their writingexperiences within thebroader frame of theirpersonal histories, the humancontext of their development,and the disciplinary contextsof their majors. Drawing on

data from a 5-year longitudinal study of fouruniversity students, it captures their literacyexperiences throughout their undergraduate careers. June 2007: 352ppHb: 978-0-8058-5637-8: £50.00 $89.95

Pb: 978-0-8058-5638-5: £20.99 $32.50


English-Only Instruction andImmigrant Students in SecondarySchoolsA Critical Examination

Lee Gunderson, University of British Columbia,CanadaAugust 2006: 320ppHb: 978-0-8058-2513-8: £80.00 $115.00

Pb: 978-0-8058-2514-5: £26.99 $41.95


Introducing SociolinguisticsMiriam Meyerhoff, University of Edinburgh, UKOctober 2006: 352ppHb: 978-0-415-39947-0: £65.00 $125.00

Pb: 978-0-415-39948-7: £19.99 $39.95


Language, Identity, and StereotypeAmong Southeast Asian AmericanYouthThe Other Asian

Angela Reyes, Hunter College, CUNY, USAAugust 2006: 192ppHb: 978-0-8058-5539-5: £55.00 $73.95


Literacy and GlobalizationReading and Writing in Times of Social andCultural Change

Uta Papen, Lancaster University, UK

Series: Routledge Research in Literacy

November 2006: 224ppHb: 978-0-415-36504-8: £90.00 $170.00


The Routledge Companion toSociolinguisticsEdited by Carmen Llamas, University of Aberdeen,UK, and Louise Mullany, and Peter Stockwell,both at the University of Nottingham, UK

Series: Routledge Companions

November 2006: 288ppHb: 978-0-415-33849-3: £60.00 $110.00

Pb: 978-0-415-33850-9: £16.99 $26.95


Word from the MotherLanguage and African Americans

Geneva Smitherman, Michigan StateUniversity, USAApril 2006: 192ppHb: 978-0-415-35875-0: £50.00 $90.00

Pb: 978-0-415-35876-7: £15.99 $26.95


Handbook of Research in SecondLanguage Teaching and LearningEdited by Eli Hinkel, Seattle University, USAJanuary 2005: 1,176ppHb: 978-0-8058-4180-0: £180.00 $290.00

Pb: 978-0-8058-4181-7: £70.00 $105.00


Language, Literacy, and Power inSchoolingEdited by Teresa L. McCarty, Arizona StateUniversity, USAApril 2005: 352ppHb: 978-0-8058-4646-1: £70.00 $115.00

Pb: 978-0-8058-4647-8: £26.99 $41.95


NEW

Handbook of Research on AdultLearning and DevelopmentEdited by M. Cecil Smith and Nancy DeFrates-Densch, Assistant Editor, both at Northern IllinoisUniversity, USA

The time is right for thiscomprehensive,state-of-the-art handbookthat analyses, integrates, andsummarises theoreticaladvances and researchfindings on adultdevelopment and learning – arapidly growing fieldreflecting demographic shiftstoward an aging populationin Western societies.

Featuring contributions from prominent scholarsacross diverse disciplinary fields – education,developmental psychology, public policy,gerontology, neurology, public health, sociology,family studies, and adult education – the volume isorganised around six themes:

• Theoretical Perspectives on Adult Developmentand Learning

• Research Methods in Adult Development

• Research on Adult Development

• Research on Adult Learning

• Aging and Gerontological Research

• Policy Perspectives on Aging.

The Handbook is an essential reference forresearchers, faculty, graduate students andpractitioners whose work pertains to adult andlifespan development and learning.November 2008: 824ppHb: 978-0-8058-5819-8: £155.00 $250.00

Pb: 978-0-8058-5820-4: £55.00 $99.95


LANGUAGE DIVERSITY, AND LANGUAGE AND CULTURE ADULT LITERACY AND LEARNING20



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NEW

Tracking Adult Literacy andNumeracy SkillsFindings from Longitudinal Research

Edited by Stephen Reder, Portland State University,USA and John Bynner, City University London, UK


‘Reder and Bynner – two eminent authorities inthe field – provide an indispensable resourcefor scholars, policymakers, and teachers inadult literacy education. This volume willadvance the field well beyond our currentunderstanding, providing crucial insights intothe myriad impacts of literacy education onadults’ lives and well-being.’– M Cecil Smith, Northern Illinois University

Understanding the origins ofpoor literacy and numeracyskills in adulthood and how toimprove them is of majorimportance when societyplaces a high premium onproficiency in these basicskills. This edited collectionbrings together the results ofrecent longitudinal studiesthat greatly extend ourknowledge of what works in

raising skill levels, as well as the social and economicreturns to improvement.

Many fundamental research questions in adulteducation involve change over time: how adultslearn, how program participation influences theiracquisition of skills and knowledge, and how theireducational development interacts with their socialand economic performance. Although a growingnumber of longitudinal studies in adult basiceducation have recently been completed, this bookis the first systematic compilation of findings andmethods.

Triangulating findings from different methodologicalperspectives and research designs, and acrosscountries, this text produces convergence on keyconclusions about the role of basic skills in themodern life course and the most effective ways ofenhancing them.October 2008: 390ppHb: 978-0-415-95858-5: £60.00 $95.00


Adult Education TeachersDesigning Critical Literacy Practices

Rebecca Rogers, University of Missouri at St. Louis,USA and Mary Ann Kramer, St. Louis PublicSchools, USA

This book examines theliteracy practices of exemplaryadult education teachersworking within critical literacyframeworks. It provides an in-depth look at thecomplexity of adult literacyeducation through the lensesof these teachers.

October 2007: 352ppHb: 978-0-8058-6242-3: £80.00 $135.00

Pb: 978-0-8058-6243-0: £25.99 $44.95


VOLUME 7

Review of Adult Learning andLiteracyConnecting Research, Policy, and Practice

Edited by John Comings, Barbara Garner andCristine Smith, all at the National Center for theStudy of Adult Learning and Literacy, USA

This book is the newestvolume in a series of annualpublications of the NationalCenter for the Study of AdultLearning and Literacy(NCSALL) that address majorissues, the latest research, andthe best practices in the fieldof adult literacy and learning.

March 2007: 280ppHb: 978-0-8058-6164-8: £65.00 $95.00

Pb: 978-0-8058-6165-5: £20.99 $34.50


Toward Defining and ImprovingQuality in Adult Basic EducationIssues and Challenges

Edited by Alisa Belzer, Rutgers University, USA

Series: Rutgers Invitational Symposium onEducation

This volume revisits,problematises, and expandsthe meaning of quality in thecontext of adult basiceducation. Covering a widerange of relevant topics, itincludes contributors from therealms of both policy andpractice and encompassesboth the major instructionalareas-reading, writing, andmathematics-as well as larger

issues of literacy, learning, and adulthood.January 2007: 344ppHb: 978-0-8058-5545-6: £65.00 $89.95


Index by Title

AAdult Biliteracy . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Adult Education Teachers . . . . . . . . . . . . . . . . . . . . .21

Advocacy Research in Literacy Education . . . . . . . . . .5

Affirming Students’ Right to Their Own Language . .16

BBeyond Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Bilingual Education . . . . . . . . . . . . . . . . . . . . . . . . .16

Black Communications and Learning to Read . . . . . .18

CChanging Literacies for Changing Times . . . . . . . . . .1

Children’s Books for Grown-Up Teachers . . . . . . . . . .7

Children’s Learning in Laboratory and ClassroomContexts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Classroom Interactions as Cross-Cultural Encounters 13

Contemporary Perspectives on Reading and Spelling .2

Content Area Reading and Learning . . . . . . . . . . . . .8

Critical Issues in Early Literacy . . . . . . . . . . . . . . . . . .1

Critical Literacy and Urban Youth . . . . . . . . . . . . . . .15

Critical Multicultural Analysis of Children’s Literature 15

Critical Perspectives on Harry Potter . . . . . . . . . . . . .16

Cultural Practices of Literacy . . . . . . . . . . . . . . . . . .18

Culturally Contested Literacies . . . . . . . . . . . . . . . . .18

Cultures, Contexts, and World Englishes . . . . . . . . .12

DDefying Convention, Inventing the Future in LiteraryResearch and Practice . . . . . . . . . . . . . . . . . . . . . . . .1

Developing Literacy in Second-Language Learners . .18

Developing Reading and Writing inSecond-Language Learners . . . . . . . . . . . . . . . . . . .18

Dialects in Schools and Communities . . . . . . . . . . . .18

Dialects, Englishes, Creoles, and Education . . . . . . .13

Digital Pencil, The . . . . . . . . . . . . . . . . . . . . . . . . . .10

Dimensions of Literacy . . . . . . . . . . . . . . . . . . . . . . . .6

Discourse Analysis and the Study of ClassroomLanguageand Literacy Events . . . . . . . . . . . . . . . . . . . . . . . . . .6

Doing Action Research in English Language Teaching12

EEffective Practice for Adolescents with Reading andLiteracy Challenges . . . . . . . . . . . . . . . . . . . . . . . . .18

Emergent Computer Literacy . . . . . . . . . . . . . . . . . . .9

English L2 Reading . . . . . . . . . . . . . . . . . . . . . . . . . .13

English-Only Instruction and Immigrant Students inSecondary Schools . . . . . . . . . . . . . . . . . . . . . . . . . .20

Errors and Intelligence in Computer-AssistedLanguage Learning . . . . . . . . . . . . . . . . . . . . . . . . .11

ESL & Applied Linguistics Professional Series . . .12, 13

ESL (ELL) Literacy Instruction . . . . . . . . . . . . . . . . . . .7

GGeneration 1.5 in College Composition . . . . . . . . . .11

Global Linguistic Flows . . . . . . . . . . . . . . . . . . . . . . .16

Global Media Discourse . . . . . . . . . . . . . . . . . . . . . .10

Grassroots Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . .9

HHandbook of College Reading and StudyStrategy Research . . . . . . . . . . . . . . . . . . . . . . . . . . .2

ADULT LITERACY AND LEARNING INDEX 21






INDEX22



Handbook of Reading Disability Research . . . . . . . . .3

Handbook of Reading Research, Volume III . . . . . . . .1

Handbook of Reading Research, Volume IV . . . . . . . .1

Handbook of Research in Second LanguageTeaching and Learning . . . . . . . . . . . . . . . . . . . . . . .20

Handbook of Research on Adult Learningand Development . . . . . . . . . . . . . . . . . . . . . . . . . .20

Handbook of Research on New Literacies . . . . . . . . .2

Handbook of Research on Reading Comprehension . .3

Handbook of Research on Teaching Literacy Throughthe Communicative and Visual Arts, Volume II . . . . . .4

Handbook of Research on Writing . . . . . . . . . . . . . . .4

Heritage Language Education . . . . . . . . . . . . . . . . .19

High School Students’ Competing Social Worlds . . .19

Hiphop Literacies . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Home-School Connection, The . . . . . . . . . . . . . . . . .17

Home-School Connections in a Multicultural Society 14

IImproving Learning Series . . . . . . . . . . . . . . . . . . . . .5

Improving Literacy by Teaching Morphemes . . . . . . . .5

Inclusive Pedagogy for English Language Learners . .19

Interactive Literacy Education . . . . . . . . . . . . . . . . . .10

Interdisciplinary Language Arts and Science Instructionin Elementary Classrooms . . . . . . . . . . . . . . . . . . . . .8

International English in Its Sociolinguistic Contexts . .12

International Handbook of Literacy and Technology .10

Introducing Sociolinguistics . . . . . . . . . . . . . . . . . . .20

Investigating Classroom Discourse . . . . . . . . . . . . . . .7

LLanguage and Interaction . . . . . . . . . . . . . . . . . . . .17

Language and Minority Rights . . . . . . . . . . . . . . . . .19

Language Teaching . . . . . . . . . . . . . . . . . . . . . . . . . .3

Language, Culture, and Community in TeacherEducation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Language, Culture, and Teaching . . . . . . . . . . . . . . .14

Language, Culture, and Teaching Series . . . . . .14, 15

Language, Identity, and Stereotype Among SoutheastAsian American Youth . . . . . . . . . . . . . . . . . . . . . . .20

Language, Literacy, and Power in Schooling . . . . . . .20

Leadership in English Language Education . . . . . . . .13

Learner Autonomy and CALL Environments . . . . . . .11

Learning to Read Across Languages . . . . . . . . . . . . . .4

Libr@ries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Linguistic Diversity and Teaching . . . . . . . . . . . . . . . .7

Literacies Across Media . . . . . . . . . . . . . . . . . . . . . . .8

Literacies Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Literacy and Gender . . . . . . . . . . . . . . . . . . . . . . . . . .9

Literacy and Globalization . . . . . . . . . . . . . . . . . . . .20

Literacy and Power . . . . . . . . . . . . . . . . . . . . . . . . .14

Literacy Crises and Reading Policies . . . . . . . . . . . . . .6

Literacy Game, The . . . . . . . . . . . . . . . . . . . . . . . . .19

Literacy Teaching Series . . . . . . . . . . . . . . . . . . . . . . .9

Literacy, Lives and Learning . . . . . . . . . . . . . . . . . . . .9

Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

MMultimedia and Literacy Development . . . . . . . . . . .10

Multimodal Pedagogies in Diverse Classrooms . . . . . .3

NNCTE-Routledge Research Series . . . . . . . . . . . . . . . .6

OOurselves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

PPath of Speech Technologies in Computer AssistedLanguage Learning, The . . . . . . . . . . . . . . . . . . . . . .11

Pierre Bourdieu and Literacy Education . . . . . . . . . . .4

Play and Literacy in Early Childhood . . . . . . . . . . . . . .5

Popular Culture and Representations of Literacy . . . .5

Postmodern Picturebooks . . . . . . . . . . . . . . . . . . . . . .3

Practical Guidance in the EYFS Series . . . . . . . . . . . . .6

Primary English Encyclopedia, The . . . . . . . . . . . . . . .8

Principled Practices for Adolescent Literacy . . . . . . . .6

Problematizing Identity . . . . . . . . . . . . . . . . . . . . . .11

RRace, Culture, and Identities in Second LanguageEducation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Race, Rhetoric, and Technology . . . . . . . . . . . . . . . . .6

Reading and Teaching . . . . . . . . . . . . . . . . . . . . . . . .8

Reading Comprehension Research and Testing in theU.S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Reading Comprehension Strategies . . . . . . . . . . . . . .5

Reconceptualizing the Literacies in Adolescents’ Lives 6

Reflective Teaching and the Social Conditions of Schooling Series . . . . . . . . . . . . . . . . . . . . . . . . . . .7, 8

Reframing Sociocultural Research on Literacy . . . . . . .1

Research Process in Classroom Discourse Analysis, The5

Researching Second Language Classrooms . . . . . . . .12

Review of Adult Learning and Literacy, Volume 7 . . .21

Roc the Mic Right . . . . . . . . . . . . . . . . . . . . . . . . . .16

Routledge Advances in Communication and LinguisticTheory Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Routledge Applied Linguistics Series . . . . . . . . . .9, 17

Routledge Companion to Sociolinguistics, The . . . . .20

Routledge Companions Series . . . . . . . . . . . . . . . . .20

Routledge Research in Education Series . . . . . .3, 9, 21

Routledge Research in Literacy Series . . . . . . . . . .5, 20

Routledge Studies in Computer Assisted LanguageLearning Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

RoutledgeFalmer Reader in Language andLiteracy, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

RoutledgeFalmer Readers in Education Series . . . . . . .6

Rutgers Invitational Symposium on Education Series 21

SScientific Realism in Studies of Reading . . . . . . . . . . .5

Sexual Identities in English Language Education . . . .17

Social Linguistics and Literacies . . . . . . . . . . . . . . . .20

Studies in Curriculum Theory Series . . . . . . . . . . . . . .7

Synthesis of Research on Second LanguageWriting in English, A . . . . . . . . . . . . . . . . . . . . . . . . .4

TTalking Beyond the Page . . . . . . . . . . . . . . . . . . . . . .2

Talking Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Teacher Identity Discourses . . . . . . . . . . . . . . . . . . . .6

Teaching and Learning in Science Series . . . . . . . . . . .8

Teaching and Learning Vocabulary . . . . . . . . . . . . . . .1

Teaching Authentic Language Arts in a Test-Driven Era8

Teaching Chinese, Japanese, and Korean HeritageLanguage Students . . . . . . . . . . . . . . . . . . . . . . . . .13

Teaching English, Language and Literacy . . . . . . . . . .8

Teaching ESL/EFL Listening and Speaking . . . . . . . . .13

Teaching ESL/EFL Reading and Writing . . . . . . . . . . .13

Teaching Readers of English . . . . . . . . . . . . . . . . . . . .7

Teaching Reading to Every Child . . . . . . . . . . . . . . . .8

Teaching/Learning Social Justice Series . . . . . . . . . . .18

Technology, Literacy, and the Evolution of Society . .11

Technology-Mediated Learning Environments for YoungEnglish Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Telling Stories to Change the World . . . . . . . . . . . . .18

Toward a Literacy of Promise . . . . . . . . . . . . . . . . . .15

Toward Defining and Improving Quality in Adult Basic Education . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Tracking Adult Literacy and Numeracy Skills . . . . . . .21

Transforming Teaching Series . . . . . . . . . . . . . . . . . . .8

UUndergraduates in a Second Language . . . . . . . . . .20

Understanding Literacy Development . . . . . . . . . . . . .6

WWith Literacy and Justice for All . . . . . . . . . . . . . . . .14

Women and Literacy . . . . . . . . . . . . . . . . . . . . . . . . .6

Word from the Mother . . . . . . . . . . . . . . . . . . . . . .20

Work of Language in Multicultural Classrooms, The .15

Writing Across Distances and Disciplines . . . . . . . . .10

Index by Author

AAdger, Carolyn Temple . . . . . . . . . . . . . . . . . . . . . . .18

Afflerbach, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Akerson, Valarie L. . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Albright, James . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Alim, H. Samy . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Allington, Richard . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Alsup, Janet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Alvermann, Donna E. . . . . . . . . . . . . . . . . . . . . . . . . .6

Anders, Patricia L. . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Appelbaum, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Appleby, Yvon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

August, Diane . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

BBanks, Adam J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Barber, Sir Michael . . . . . . . . . . . . . . . . . . . . . . . . . .19

Barr, Rebecca . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Barton, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Bauckus, Susan . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Bazerman, Charles . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Beach, Richard . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Belzer, Alisa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Birch, Barbara M. . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Blommaert, Jan . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Bloome, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Bokhorst-Heng, Wendy D. . . . . . . . . . . . . . . . . . . . .12

Botelho, Maria José . . . . . . . . . . . . . . . . . . . . . . . . .15

Boyd, Fenice B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Brinton, Donna M. . . . . . . . . . . . . . . . . . . . . . . . . . .19


Brisk, María Estela . . . . . . . . . . . . . . . . . . . . . . . . . .19

Britzman, Deborah P . . . . . . . . . . . . . . . . . . . . . . . . .6

Brock, Cynthia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Brown, James Dean . . . . . . . . . . . . . . . . . . . . . . . . .13

Brozo, William G. . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Bruce, Bertram C. . . . . . . . . . . . . . . . . . . . . . . . . . .10

Bruna, Katherine Richardson . . . . . . . . . . . . . . . . . .15

Bryant, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Burns, Anne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Bus, Adriana G. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Bynner, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

CCampione, Joseph . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Carter, Stephanie Power . . . . . . . . . . . . . . . . . . . . . .6

Caverly, David C. . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Chappelle, Carol . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Cherland, Meredith Rogers . . . . . . . . . . . . . . . . . . . .5

Christian, Beth Morton . . . . . . . . . . . . . . . . . . . . . . .6

Christian, Donna . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Christie, James F. . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Christison, MaryAnn . . . . . . . . . . . . . . . . . . . . . . . .13

Coiro, Julie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Cole, Kim Marie . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Cole, Michael . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Comings, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Commins, Nancy L. . . . . . . . . . . . . . . . . . . . . . . . . . .7

Connelly, Vincent. . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Conway, Paul F. . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Costigan, Arthur T. . . . . . . . . . . . . . . . . . . . . . . . . . .8

Cumming, Alister . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

DDaniell, Beth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Dantas, Maria Luiza . . . . . . . . . . . . . . . . . . . . . . . . .14

DeFrates-Densch, Nancy . . . . . . . . . . . . . . . . . . . . . .20

Denti, Lou . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Duffy, Gerald G. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

EEdelsky, Carole . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Enciso, Patricia E. . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Evans, Janet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

FFarnan, Nancy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Fisher, Douglas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Fisher, F. Pete . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Flippo, Rona F. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Flood, James . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4, 8

Flurkey, Alan D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Fox, Madeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

GGarner, Barbara . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Gee, James Paul . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Gomez, Kimberley . . . . . . . . . . . . . . . . . . . . . . . . . .15

Goodman, Kenneth S. . . . . . . . . . . . . . . . . . . . . . . . .5

Goodman, Yetta . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Grainger, Teresa . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Guerin, Gilbert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Gunderson, Lee . . . . . . . . . . . . . . . . . . . . . . . . . .7, 20

HHarklau, Linda . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Harmon, Mary R. . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Harper, Helen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Heath, Shirley Brice . . . . . . . . . . . . . . . . . . . . . . . . . .4

Hedgcock, John S. . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Heift, Trude . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Heilman, Elizabeth E. . . . . . . . . . . . . . . . . . . . . . . . .16

Hiebert, Elfrieda H. . . . . . . . . . . . . . . . . . . . . . . . . . .1

Hinchman, Kathleen A. . . . . . . . . . . . . . . . . . . . . . . .6

Hinkel, Eli . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12, 20

Hodge, Rachel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Hoffman, James . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Holland, Melissa . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Horowitz, Rosalind . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Huerta-Macías, Ana . . . . . . . . . . . . . . . . . . . . . . . . .18

Huxford, Laura . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

IIbrahim, Awad . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Irani, Kayhan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Israel, Susan E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Ivanic, Roz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

JJanks, Hillary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Jones, Russell . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

KKachru, Yamuna . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Kagan, Olga . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Kamil, Michael L. . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Kapitzke, Cushla . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Katz, Laurie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Kieffer, Ronald D. . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Kinzer, Charles K. . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Knobel, Michele . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Koda, Keiko . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Kondo-Brown, Kimi . . . . . . . . . . . . . . . . . . . . . . . . .13

Kramer, Mary Ann . . . . . . . . . . . . . . . . . . . . . . . . . .21

Kubota, Ryuko . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Kucer, Steven B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

LLabbo, Linda D. . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Lankshear, Colin . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Lapp, Diane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4, 8

Lefstein, Adam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Lei, Jing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Leki, Ilona . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4, 20

Leu, Donald J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Lewis, Cynthia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Li, Guofang . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Lin, Angel M. Y. . . . . . . . . . . . . . . . . . . . . . . . . .11, 13

Llamas, Carmen . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Luk, Jasmine C. M. . . . . . . . . . . . . . . . . . . . . . . . . .13

Luke, Allan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Lupart, Judy Lee . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

MMachin, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Mackey, Margaret . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Mallett, Margaret . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Manning, Maryann . . . . . . . . . . . . . . . . . . . . . . . . . .8

Manyak, Patrick C. . . . . . . . . . . . . . . . . . . . . . . . . . .14

Martens, Prisca . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

May, Stephen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

McCarty, Teresa L. . . . . . . . . . . . . . . . . . . . . . . . . . .20

McGill-Franzen, Anne . . . . . . . . . . . . . . . . . . . . . . . .3

McKay, Sandra Lee . . . . . . . . . . . . . . . . . . . . . . . . . .12

McKenna, Michael C. . . . . . . . . . . . . . . . . . . . . . . .10

McKeough, Anne . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

McNamara, Danielle S. . . . . . . . . . . . . . . . . . . . . . . . .5

Meier, Terry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Metz, Kathleen . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Meyer, Richard J. . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Meyerhoff, Miriam . . . . . . . . . . . . . . . . . . . . . . . . . .20

Migliacci, Naomi . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Miramontes, Ofelia B. . . . . . . . . . . . . . . . . . . . . . . . .7

Moje, Elizabeth Birr . . . . . . . . . . . . . . . . . . . . . . . . . .1

Moore, David W. . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Morrell, Ernest . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Mortensen, Peter . . . . . . . . . . . . . . . . . . . . . . . . . .1, 6

Mosenthal, Peter B. . . . . . . . . . . . . . . . . . . . . . . . . . .1

Moss, Gemma . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Mullany, Louise . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Murray, Denise E. . . . . . . . . . . . . . . . . . . . . . . . . . . .13

NNation, I.S.P. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Neff, Joyce . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Nelson, Cynthia D. . . . . . . . . . . . . . . . . . . . . . . . . . .17

Nero, Shondel J. . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Neuman, Susan B. . . . . . . . . . . . . . . . . . . . . . . . . . .10

Newton, Jonathan . . . . . . . . . . . . . . . . . . . . . . . . . .13

Nieto, Sonia . . . . . . . . . . . . . . . . . . . . . . . . . . . .13, 14

Nunes, Terezinha . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

OOlson, David R. . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Openshaw, Roger . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Otto, Sheila . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

PPalincsar, Annemarie Sullivan . . . . . . . . . . . . . . . . . . .7

Pantaleo, Sylvia . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Papen, Uta . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Parker, L. Leann . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Parks, Daryl L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Paulson, Eric J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Pearson, P. David . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Pennycook, Alastair . . . . . . . . . . . . . . . . . . . . . . . . .16

Phelps, Stephen F. . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Phillips, Linda M. . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Powell, Malea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Powell, Rebecca . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Purcell-Gates, Victoria . . . . . . . . . . . . . . . . . . . . . . .18

INDEX 23






RReder, Stephen . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Reinking, David . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Reyes, Angela . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Richardson, Elaine . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Rivera, Klaudia M. . . . . . . . . . . . . . . . . . . . . . . . . . .18

Roberge, Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Robinson, Helen Mele . . . . . . . . . . . . . . . . . . . . . . . .9

Roen, Duane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

RodrÌguez-Brown, Flora V. . . . . . . . . . . . . . . . . . . . .17

Rogers, Rebecca . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Roskos, Kathleen A. . . . . . . . . . . . . . . . . . . . . . . . . . .5

Rudman, Masha Kabakow . . . . . . . . . . . . . . . . . . . .15

SSchulze, Mathias . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Schwienhorst, Klaus . . . . . . . . . . . . . . . . . . . . . . . . .11

Scott, Jerrie Cobb . . . . . . . . . . . . . . . . . . . . . . . . . .16

Shanahan, Timothy . . . . . . . . . . . . . . . . . . . . . . . . .18

Shuart-Faris, Nora . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Siegal, Meryl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Silva, Tony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Sipe, Lawrence R. . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Smith, Cristine . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Smith, Frank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Smith, Larry E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Smith, M Cecil . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Smitherman, Geneva . . . . . . . . . . . . . . . . . . . . . . . .20

Soler, Janet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Solinger, Rickie . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Spears-Bunton, Linda A. . . . . . . . . . . . . . . . . . . . . .15

Stannard, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Stein, Pippa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Stockwell, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Straker, Dolores Y. . . . . . . . . . . . . . . . . . . . . . . . . . .16

Street, Brian V. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Sturtevant, Elizabeth G. . . . . . . . . . . . . . . . . . . . . . . .6

TThein, Amanda Haertling . . . . . . . . . . . . . . . . . . . . .19

Timmons, Vianne . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Toolan, Michael . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Tusting, Karin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

VVan Leeuwen, Theo . . . . . . . . . . . . . . . . . . . . . . . . .10

Verhoeven, Ludo . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Verplaetse, Lorrie Stoops . . . . . . . . . . . . . . . . . . . . .19

WWaff, Diane R. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Walsh, Steve . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Whithaus, Carl . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Williams, Bronwyn . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Willis, Arlette Ingram . . . . . . . . . . . . . . . . . . . . . . .5, 6

Wilson, Marilyn J. . . . . . . . . . . . . . . . . . . . . . . . . . .15

Wolfram, Walt . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Wood, Clare . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Wyse, Dominic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

YYoung, Richard F. . . . . . . . . . . . . . . . . . . . . . . . . . . .17

ZZehler, Annette M. . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Zenger, Amy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Zhao, Yong . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Zuengler, Jane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

INDEX24




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Architecture History and Theory . . . . . . . . . . . 9780418802007

Art, Design and Visual Culture . . . . . . . . . . . . . 9780418936009

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Communication . . . . . . . 9780418221075

Corporate Governance, Business Ethics and Accounting . . . . . . . . . . . 9780418886502

Criminology . . . . . . . . . . 9780418786109

Cultural Studies . . . . . . . 9780418947609

Development Studies . . . 9780418940907

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Distance Education and Educational Technology. . 9780418675502

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Human Geography . . . . . 9780418910405

Information Systems and E-Business . . . . . . . . 9780418886502

International HRM and Organizational Behaviour 9780418785201

Japanese Studies. . . . . . . 9780418761908

Jewish and Israeli Studies 9780418791806

Journalism . . . . . . . . . . . 9780418221044

Landscape Architecture. . 9780418444900

Language and Literacy . . 9780418364307

Language Learning . . . . . 9780418282106

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Medieval and Early Modern History. . . . . . . . 9780418778609

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Military and Strategic Studies . . . . . . . . . . . . . . 9780418930106

Modern History. . . . . . . . 9780418216668

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Nursing and Midwifery . . 9780418769904

Online Resources . . . . . . 9780418220481

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Research Methods – Education and Social Sciences . . . . . . . . 9780418397169

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Science, Technology and Society . . . . . . . . . . . 9780418601006

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Shakespeare and Renaissance . . . . . . . . . . 9780418584606

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Sports Studies . . . . . . . . . 9780418209707

Student Reference . . . . . 9780418749302

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