Multicultural and Multilingual Literacy and Language

Fenice B. Boyd, PhD, is Associate Professor of Literacy Education in the Department of Learning and Instruction at the University at Buffalo/m-/State University of New York. She earned her doctorate from Michigan State University in Curriculum, Teaching, and Educational Policy with a speciality in Literacy. Dr. Boyd's research centers on adolescents who struggle with literacy learning and schooling, students' responses to young adult and multicultural literature, and issues related to diversity in classrooms. At the University at Buffalo, she teaches master's and doctoral courses focused on reading comprehension research; adolescent literacy; language arts; young adult literature; and language, literacy, and culture.Cynthia H. Brock, PhD, is Professor at the University of Wyoming, where she holds the Wyoming Excellence in Higher Education Endowed Chair in Literacy Education. Her scholarly research agenda centers on the study of opportunities for learning. Dr. Brock explores the literacy learning opportunities of elementary children from diverse cultural, linguistic, and economic backgrounds; she also explores ways to work with pre- and inservice teachers and administrators to foster children’s literacy learning opportunities. She has conducted qualitative research in cross-cultural contexts, including in the United States, Australia, England, Fiji, Thailand, Laos, Spain, Chile, and Costa Rica.Mary S. Rozendal, PhD, is Assistant Professor of Literacy Education in the Department of Learning and Instruction at the University at Buffalo -- State University of New York. She teaches literacy methods courses that center on instruction for students with disabilities, teacher collaboration in general and special education, and classroom discourse.

I can't recall the last time I read an edited volume with so much fresh, new, and important material! I found myself marking chapters to cite as references, to recommend to colleagues, and to assign for graduate courses in literacy and diversity. Chapters reach from the individual learner in the classroom to the implications of state and district policy. Boyd, Brock, and Rozendal are to be congratulated for a book that is thoroughly ambitious in scope, truly multicultural in flavor, and successful in providing much-needed insights about the challenging issues of bringing students of diverse cultural and linguistic backgrounds to high levels of literacy.--Kathryn H. Au, PhD, College of Education, University of HawaiiThis volume is a major contribution to understanding the influences of children's culture and language on their literacy learning. The book raises awareness of issues related to literacy learning both in and out of school. College literacy instructors seeking to infuse their courses with knowledge about literacy learning in diverse settings will find it an essential text. Teachers will also benefit from reading this book: It will enhance their understanding of the different contributions of home and community to literacy learning, and help them create learning environments that promote all children's success.--Flora V. Rodriguez-Brown, PhD, College of Education, University of Illinois at ChicagoThis book brings both depth and breadth to its exploration of issues in supporting English language-learners. Topics addressed include approaches to word study, text selection, and instructional systems (both within the classroom and across the district). The voices of classroom teachers, teacher educators, and educational researchers provide a broad perspective on how to better address the needs of English-language learners through teacher preparation, teaching, and research. This is a useful resource for language and literacy educators, regardless of the settings in which they work.--Taffy E. Raphael, PhD, College of Education, University of Illinois-ChicagoLiteracy is a human right. Life success depends a great deal on the individual's access to information and literacy competence. This book provides a framework for including a community agenda in research and practice related to literacy instruction for multicultural/multilingual populations. It stresses that literacy is acquired in multiple contexts and is learned through a lifelong process. Also emphasized is the need for researchers, educators, and administrators to work together to create optimal learning environments and experiences for all children. If we truly want to leave no child behind, this book is a ‘must' for educators and other members of our global village.--Li-Rong L. Cheng, PhD, School of Speech, Language and Hearing Sciences, San Diego State University-

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