- 跨国读写教育中的语言身份权力与跨文化教学法研究(英文版)/世界知名TESOL专家论丛
- - 作者：(加)李国芳
  - 出版社：上海外教
  - ISBN：9787544656528
  - 出版日期：2019/02/01
  - 页数：540
- 售价：43.2

内容大纲
本书稿是“世界知名TESOL专家论丛”之一。全书共分三大部分，23章，收录了作者过去20年间发表的精华论文，主要探讨了北美的移民学生语言和读写教育中的一些常见问题和背后成因，针对移民学生英语教学提出了切实的建议举措。
作者介绍
李国芳，博士，国际知名儿童教育专家。前美国密歇根州立大学教育学院教授。现任加拿大英属哥伦比亚大学教育学院教授，加拿大首席科学家、博导。研究方向为移民家庭文化教育、英语第二语言习得和教师教育。著有十多部学术专著和一百多篇学术论文。其著作和研究被认为对多元文化儿童的教育有突出贡献，多次获国际性奖项。
目录
Introduction
  Chapter 1  My Work on Pedagogy of Cultural Reciprocity in Transnational Language and Literacy Education
Part 1  Culture, Identity, and Literacy: Multilingual Learners in Transnational Contexts
  Chapter 2  Understanding ELL Literacy from a Cultural Lens: An Asian Perspective
  Chapter 3  Second Language and Literacy Learning in School and at
    Home: An Ethnographic Study of Chinese-Canadian First
    Graders' Experiences
  Chapter 4  Biliteracy and Trilingual Practices in the Home Context:
    Case Studies of Chinese-Canadian Children
  Chapter 5  Family Literacy and Cultural Identity: An Ethnographic
    Study of a Filipino Family in Canada
  Chapter 6  Other People's Success: Impact of the "Model Minority"
    Myth on Underachieving Asian Students in North America
  Chapter 7  Behind the "Model Minority" Mask: A Cultural Ecological
    Perspective on a High Achieving Vietnamese Youth's
    Identity and Socio-emotional Struggles
  Chapter 8  Literacy Engagement through Online and Offline
    Communities Outside School: English Language Learners'
    Development as Readers and Writers
  Chapter 9  Low-SES ELLs' New Literacies Outside School: Attitudes,
    Access, and Agency
Part 2  Social Class, Literacy, and Power: Immigrant Parents Learning Language and Negotiating Schooling in a New Land
  Chapter 10  Immigrant Language Acquisition: An International Review
  Chapter 11  Home Environment and Second Language Acquisition: The Importance of Family Capital
  Chapter 12  Race, Class, and Schooling: Multicultural Families Doing the Hard Work of Home Literacy in America's Inner City
  Chapter 13  Literacy, Culture, and Politics of Schooling: Counternarratives of a Chinese Canadian Family
  Chapter 14  What Do Parents Think? Middle-class Chinese Immigrant
    Parents' Perspectives on Literacy Learning, Homework,
    and School-home Communication
  Chapter 15  Poverty and Minority Children's Education in the USA: Case Study of a Sudanese Refugee Family
  Chapter 16  Social Class, Culture, and Asian Social Positioning: Rethinking Education and Power in the New Millennium
Part 3  Multiliteracies and Cross-Cultural Pedagogies: Toward Best Approaches to Language and Literacy Instruction
  Chapter 17  Subject Matters of Language, Culture, Identity, and Power
  Chapter 18  The Role of Culture in Literacy Learning and Teaching
  Chapter 19  Best Approaches to Literacy Instruction for English Language Learners: Cultural Conflicts and Compromises
  Chapter 20  Perspectives on Struggling English Language Learners: Case Studies of Two Chinese-Canadian Children
  Chapter 21  Reading "the Word" and "the World": Promoting Learner Agency through an Engagement Model of Literacy Instruction
  Chapter 22  Promoting Teachers of Culturally and Linguistically Diverse
    (CLD) Students as Change Agents: A Cultural Approach to
    Professional Learning
Conclusion
  Chapter 23  Looking Back and Moving Forward: New Directions for ELT in the Era of Superdiversity

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