[Edling] Book: Expanding Literacy Practices Across Multiple Modes and Languages for Multilingual Students

[Francis Hult]

Expanding Literacy Practices Across Multiple Modes and Languages for
Multilingual Students

Edited by:
Luciana C .de Oliveira, University of Miami
Blaine E .Smith, University of Arizona
Published 2019

Hardcover 978-1-64113-481-1 ($85.99)
Paperback 978-1-64113-480-4 ($45.99)
eBook 978-1-64113-482-8

A volume in The University of Miami School of Education and Human
Development Series

Literacy practices have changed over the past several years to incorporate
modes of representation much broader than language alone, in which the
textual is also related to the visual, the audio, the spatial, etc. This
book focuses on research and instructional practices necessary for
integrating an expanded view of literacy in the classroom that offers
multiple points of entry for all students. Projects highlighted in this book
incorporate multiple modes of communication (e.g., visual, aural, textual)
through various digital and print-based written formats. In addition, this
book particularly focuses on the possibilities that this expanded view of
literacy holds for emergent to advanced bilingual students and specific
scaffolds necessary for supporting them. Our focus is specifically
multilingual students as classrooms across the United States and other
English-speaking countries around the world become more and more diverse.
The book considers educators as active participants in social change and
contributors to our overall goal of social justice for all.

This book grew out of work conducted by doctoral students and former
doctoral students, now faculty at various universities, from the Language
and Literacy Learning in Multilingual Settings (LLLMS) specialization in the
Department of Teaching and Learning at the School of Education and Human
Development at the University of Miami, Florida. The most outstanding
feature of this work is the breadth of examples for integrating literacy in
the classroom, as well as the specific instructional strategies provided for
supporting multilingual students. This volume is unique in tackling both
literacy and specific scaffolding for multilingual students. Additionally,
the chapters here collectively aim to go beyond describing research to also
provide a variety of classroom connections for practitioners and
implications for teacher education.

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