Some error occured while loading the Quick View. Please close the Quick View and try reloading the page.
This book presents, discusses and explores questions around teachers’ (mainstream teachers, student teachers, EAL teachers) conceptions of language and literacy practices as they seek to meet the educational needs of pupils from linguistically and culturally diverse backgrounds. The book captures the voices of a range of educators from various educational contexts and has implications for the future of literacy education in both pre- and in-service teacher education programmes. Learning from indigenous epistemologies associated with marginalisation and inequity in school settings, the book allows the stories and experiences of multilingual pupils in predominantly monolingual classrooms to be understood, and to form the basis of a ‘proposal for hope’: a clear set of principles to underpin specific curricular and critical pedagogical approaches for authentically inclusive and socially just classrooms.
Foley shows how Scottish teachers have built their literacy understandings in particular historical, social, cultural, economic and political contexts, and how these combine to produce classroom practices for EAL students. Readers get a fascinating look into diverse Scottish classrooms, where constraining practices, but also practices that promote inclusive critical literacy, are played out.
Drawing on insights from language and literacy teachers in the Scottish educational context, Yvonne Foley makes a compelling case for transformative education in our complex multilingual world. By linking local findings with global challenges, this book will have wide appeal for language teachers and researchers committed to social justice and educational change.
In conversation with Scottish education policy, Yvonne Foley’s book shares unique insights into experiences of bi/multilingual children learning EAL in Scottish schools, concluding with an innovative framework for ethical critical literacy teacher education. Carefully researched, the book describes classrooms which ignore linguistic and cultural diversity, as well as inspiring culturally responsive critical literacy pedagogies which embrace the affective, lived experiences of immigrant children.
Yvonne Foley is Professor of Literacies and Multilingual Education at the University of Edinburgh, UK. She is Chair of the National Association for Language Development in the Curriculum.
Acknowledgements
Preface
Introduction
Chapter 1. The Scottish Context for Education
Chapter 2. Conceptual Framings
Chapter 3. Research Design
Chapter 4. ‘Who Flung Dung’: Cultural and Pedagogical Distancing
Chapter 5. ‘Acknowledging the World is Bigger Than Us’: Initial Teacher Education
Chapter 6. ‘My Home is Unchill’: Pedagogies of Recognition
Chapter 7. Discussion of Cases
Chapter 8. Concluding Thoughts and Implications for Teacher Education
Appendix
References
Index