Agendas For Second Language Literacy by Sandra Lee McKayAgendas For Second Language Literacy by Sandra Lee McKay

Agendas For Second Language Literacy

bySandra Lee McKay

Paperback | April 30, 1993

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This text examines sociopolitical, economic, familial, and educational agendas that influence attainment of second language literacy. This book examines the sociopolitical, economic, familial, and educational agendas that influence an immigrant's attainment of literacy in a new language. Each agenda is introduced through illuminating case studies drawn from research in North America, Australia, and the United Kingdom. The book addresses teachers and teachers-in-training involved in second language education, whether their students are in special language classes, bilingual education, or enrolled in the mainstream curriculum. It also provides valuable insights to individuals responsible for developing second language literacy policies in the political, labor, and educational sectors.
Title:Agendas For Second Language LiteracyFormat:PaperbackProduct dimensions:170 pages, 9.02 × 5.98 × 0.39 inShipping dimensions:9.02 × 5.98 × 0.39 inPublished:April 30, 1993Language:English

The following ISBNs are associated with this title:

ISBN - 10:0521446643

ISBN - 13:9780521446648

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Table of Contents

1. The plurality of literacies; 2. Socipolitical agendas for second language literacy; 3. Economic agendas for second language literacy; 4. Family agendas for second language literacy; 5. Educational agendas for second language literacy; 6. Agendas for second language literacy; References; Index.

Editorial Reviews

'This book is essential reading for any TESOL teachers who want to understand the broader social and political context in which they are operating ... It is both refreshing and inspiring to read a book which gives such a comprehensive overview of the political and social contexts of second language literacy. I recommend this book to lecturers of TESOL and literacy teacher training courses; and I particularly recommend it to teachers themselves who constantly battle to understand all the agendas and to do the best they can for their learners.' Prospect, 1995