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Culturally Sustaining Language and Literacy Practices for Pre-K-3 Classrooms: The Children Come Full (Culturally Sustaining Pedagogies Series)
Kindel Turner Nash
(Author)
·
Alicia Arce-Boardman
(Author)
·
Roderick D. Peele
(Author)
·
Teachers College Press
· Paperback
Culturally Sustaining Language and Literacy Practices for Pre-K-3 Classrooms: The Children Come Full (Culturally Sustaining Pedagogies Series) - Nash, Kindel Turner ; Arce-Boardman, Alicia ; Peele, Roderick D.
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Origin: U.S.A.
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Synopsis "Culturally Sustaining Language and Literacy Practices for Pre-K-3 Classrooms: The Children Come Full (Culturally Sustaining Pedagogies Series)"
Literacy educators are often unequipped to help young children contend with the world we inhabit, where linguistic, literate, and cultural pluralism are not always valued or sustained. In fact, educators are routinely bombarded by programs that position literacy as a simple, one-size-fits-all practice. This resource will help pre-K-3 teachers create and interpret literacy teaching processes, practices, and spaces that honor and extend children's fullness. It is coauthored by three teachers from ethnically, racially, and linguistically diverse schools who share vivid examples and everyday stories from their own classrooms. Grounded in an accessible discussion of the value of culturally sustaining pedagogy (CSP) and its potential to promote equity in elementary teaching, this book can be used as a practical introduction to CSP practices for early childhood teachers and teacher candidates. Book Features: Focuses on the capabilities of young children and their families, rather than perceived deficits. Showcases a theoretical model, key definitions, and an interpretive framework of culturally sustaining early literacy practices and processes. Offers concrete examples and stories that educators can use in their own settings. Contains user-friendly features to help readers visualize the processes and practices described in the book, including artwork and other artifacts from classrooms.
