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Being and Becoming (Readers and Writers of English): Re-Contextualizing Standards and Assessment in "Mainstream" Multilingual English Language Arts Classrooms
Unformatted Document Text:  Language and Symbolic Power, translated by G. Raymond and M. Adamson. Cambridge, Ma: Harvard UP. Farr, M. (1993). Essayist literacy and other verbal performances, 4-38. In Written Communication 10. Gee, J. (1996). Social Linguistics and Literacies: Ideology in Discourse. New York: Taylor & Francis. Grant, C. and Gomez, M.L. (2001). Campus and Classroom: Making Schooling Multicultural. (Eds.) Upper Saddle River, NJ: Prentice Hall. Heath, S.B. (1982). Protean shapes in literacy events: Ever-shifting oral and literate traditions, 91-117. In Spoken and Written Language: Exploring Orality and Literacy, edited by D. Tannen. Norwood, NJ: Ablex. Huot, B. (2002). (Re)Articulating Writing Assessment for Teaching and Learning. Logan, UT: Utah State Univ. Press Lee, P. (1997). Language in thinking and learning: Pedagogy and the new Whorfian framework, 430-471. In Harvard Educational Review 67. Moll, L. and Gonzalez, N. (1994). Lessons from research with language-minority children, 439-456. In Journal of Reading Behavior 26. Nieto, S. (1998). Fact and fiction: Stories of Puerto Ricans in U.S. schools, 133-163. In Harvard Educational Review 68(2). Royster, J. (2002). Academic discourses or small boats on a big sea, 23-30. In AltDis:Alternative Discourses and the Academy, edited by C. Schroeder, H. Fox, and P. Bizzell. Portsmouth, NH: Boynton/Cook. Street, B.V. (1993). Introduction: The new literacy studies, 1-21. In Crosscultural Approaches to Literacy, edited by B.V. Street. New York: Cambridge UP. ----- (1997). The implications of the new literacy studies for education, 45-59. In English in Education 31(3).

Authors: Rodriguez, Terri.
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Language and Symbolic Power, translated by G. Raymond and M. Adamson.
Cambridge, Ma: Harvard UP.
Farr, M. (1993). Essayist literacy and other verbal performances, 4-38. In Written
Communication 10.
Gee, J. (1996). Social Linguistics and Literacies: Ideology in Discourse. New York:
Taylor & Francis.
Grant, C. and Gomez, M.L. (2001). Campus and Classroom: Making Schooling
Multicultural. (Eds.) Upper Saddle River, NJ: Prentice Hall.
Heath, S.B. (1982). Protean shapes in literacy events: Ever-shifting oral and literate
traditions, 91-117. In Spoken and Written Language: Exploring Orality and
Literacy, edited by D. Tannen. Norwood, NJ: Ablex.
Huot, B. (2002). (Re)Articulating Writing Assessment for Teaching and Learning.
Logan, UT: Utah State Univ. Press
Lee, P. (1997). Language in thinking and learning: Pedagogy and the new Whorfian
framework, 430-471. In Harvard Educational Review 67.
Moll, L. and Gonzalez, N. (1994). Lessons from research with language-minority
children, 439-456. In Journal of Reading Behavior 26.
Nieto, S. (1998). Fact and fiction: Stories of Puerto Ricans in U.S. schools, 133-163. In
Harvard Educational Review 68(2).
Royster, J. (2002). Academic discourses or small boats on a big sea, 23-30. In
AltDis:Alternative Discourses and the Academy, edited by C. Schroeder, H. Fox,
and P. Bizzell. Portsmouth, NH: Boynton/Cook.
Street, B.V. (1993). Introduction: The new literacy studies, 1-21. In Crosscultural
Approaches to Literacy, edited by B.V. Street. New York: Cambridge UP.
----- (1997). The implications of the new literacy studies for education, 45-59. In
English in Education 31(3).


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