000			01817 a2200337 4500
001			1317693302
005			20250317100416.0
008			250312042014GB eng
020			_a9781317693307
037			_bTaylor & Francis _cGBP 49.99 _fBB
040			_a01
041			_aeng
072	7		_aJNU _2thema
072	7		_aCFB _2thema
072	7		_aCFDM _2thema
072	7		_aJNU _2bic
072	7		_aCFB _2bic
072	7		_aCFDM _2bic
072	7		_aLAN010000 _2bisac
072	7		_aEDU007000 _2bisac
072	7		_aEDU029050 _2bisac
072	7		_aEDU000000 _2bisac
072	7		_a370.1170973 _2bisac
100	1		_aFenice B. Boyd
245	1	0	_aSocial Diversity within Multiliteracies _bComplexity in Teaching and Learning
250			_a1
260			_aOxford _bRoutledge _c20141205
300			_a236 p
520			_bUsing a multiliteracies theoretical framework highlighting social diversity and multimodality as central in the process of meaning making, this book examines literacy teaching and learning as embedded in cultural, linguistic, racial, sexual, and gendered contexts and explores ways to foster learning and achievement for diverse students in various settings. Attending simultaneously to topics around two overarching and interrelated themes—languages and language variations, and cultures, ethnicities, and identities—the chapter authors examine the roles that multiliteracies play in students’ lives in and out of classrooms. In Part I, readers are asked to examine beliefs and dispositions as related to different languages, language varieties, cultures, ethnicities, and identities. Part II engages readers in examining classroom and community practices related to different languages and language varieties, cultures, ethnicities, and identities.
700	1		_aCynthia H. Brock _4B01
999			_c2911 _d2911