Classroom Diversity: Connecting Curriculum to Students' Lives
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- Writing Between Languages: How English Language Learners Make the Transition to Fluency, Grades 4-12
- Connecting Content and Academic Language for English Learners and Struggling Students, Grades 2–6
- The CALLA Handbook: Implementing the Cognitive Academic Language Learning Approach (2nd Edition)
- Teaching Reading to English Language Learners: Differentiated Literacies (2nd Edition) (Pearson Resources for Teaching English Learners)
- Reading, Writing, and Rising Up: Teaching About Social Justice and the Power of the Written Word
- Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms
- Making Content Comprehensible for English Learners: The SIOP Model (4th Edition)
- Assessment for Reading Instruction, Third Edition
- Young Investigators: The Project Approach in the Early Years (Early Childhood Education Series)
- Biliteracy from the Start: Literacy Squared in Action
Why do we honor some students' background knowledge and ignore that of others? How can we build on the "gifts of diversity" in our classrooms? Classroom Diversity offers examples of teachers wrestling with these issues. It presents a new way to look at curriculum design and the learning that can result when we put students' funds of knowledge first.
Classroom Diversity takes a "sociocultural" approach to curriculum design, which provides minority and working-class students with the same privileges that middle-class students have always had: instruction that puts their knowledge and experiences at the heart of their learning. It presents both the theoretical framework for linking students' lives with curriculum and specific strategies from teachers who have done so successfully. Their stories show African American, Haitian American, Latino, Native American, and rural white students of Appalachian descent engaged in contextualized learning as they read and write and do mathematics and science across the grades. All of the classrooms described share one important characteristic: they use students' household-based funds of knowledge as resources for school-based funds of knowledge, building bridges in nontraditional ways.