168 pages | 25 B/W Illus.
Demonstrating new strategies for effective teaching and learning related to topics such as translanguaging, literacy assessment, and arts integration, this book reveals how 2-person teacher partnerships can help implement, facilitate, and maintain culturally relevant and responsive early literacy teaching in diverse contexts. This book shares the story of five teacher-teacher dyads who worked together in two-person teams across university-school contexts to study, generate, and evaluate culturally sustaining literacy practices in early childhood classrooms across the country. Insightful and instructive, the narratives in this collection model how to create positive and mutually beneficial dynamics among teachers, students, their families and communities.
Series Editor Foreword, Valerie Kinloch and Susi Long
Introduction, Crystal Glover, Bilal Polson, and Kindel Nash
Chapter 1: Theoretical and Historical Underpinnings of Culturally Sustaining Teaching in Early Childhood Literacy Education, Kindel Nash, Bilal Polson, and Crystal Glover
Chapter 2: Translanguaging as a Culturally Sustaining Literacy Teaching in a Dual-language Preschool Classroom, Kindel Nash and Iris Patricia Piña
Chapter 3: Art and Storying With Children and Mothers, Julia López-Robertson and Mary Jade Haney
Chapter 4: Border Crossing in Transforming Early Childhood Teaching and Teacher Education, Mariana Souto-Manning and Jessica Martell
Chapter 5: Together Ensuring Students’ Voices are Heard, Stories are told and Interests put into Action, Bilal Polson and Alicia Boardman
Chapter 6: Growing Our Village and Our Vision: The Power of Shared Knowledge in an Early Childhood Classroom, Crystal Glover and Chinyere Harris,
Chapter 7: Conclusion: A Call to Action: Approaches, Strategies, and Practices for Culturally Sustaining Literacy Teaching in Early Literacy Classrooms, Bilal Polson, Kindel Nash, and Crystal Glover
The NCTE-Routledge Research Series
Valerie Kinloch, The Ohio State University
Susi Long, University of South Carolina
The NCTE-Routledge Research Series, copublished by the National Council of Teachers of English and Routledge, focuses on literacy studies in P-12 classroom and related contexts. Volumes in this series are invited publications or publications submitted in response to a call for manuscripts. They are primarily authored or co-authored works which are theoretically significant and broadly relevant to the P-12 literacy community. The series may also include occasional landmark compendiums of research.
The scope of the series includes qualitative and quantitative methodologies; a range of perspectives and approaches (e.g., sociocultural, cognitive, feminist, linguistic, pedagogical, critical, historical, anthropological); and research on diverse populations, contexts (e.g., classrooms, school systems, families, communities), and forms of literacy (e.g., print, electronic, popular media).