Sociocultural Contexts of Language and Literacy

by Teresa L. McCarty, Bertha Pérez (Editor)

Nine American academics, educational consultants, and bilingual/bicultural program development specialists contribute 12 chapters in a research- and theory-based text about learning and teaching in linguistically and culturally diverse classrooms.

420 pages, Paperback

First published December 1, 1997

Reviews

[Liz]

This was a textbook for one of my Master's courses. A few details are outdated now (the book was published in 2004, so obviously things have changed!) However, the majority was full of research, information, and important perspectives. Pérez, the editor, did a nice job organizing the book into three parts. The first provides background information on literacy and literature, how we can transfer our literacy practices from L1 to new languages. What I really liked about part 2 was that each chapter focused on a literacy practices from one race and culture. This distinction between people ensure that the uniqueness of each group of people was valued. Each chapter ended with suggested reading and activities which I appreciated as well! Part 3 extends beyond the book and into the classroom. I know I read it for a class, but I'd recommend it for anyone who is interested in multiliteracies and how to incorporate them within the classroom...so maybe just teachers lol

[Flor · Rating 5 out of 5]

Book Review of Sociocultural Contexts of Language and Literacy
by Bertha Perez et al.
While doing research for a sociolinguistics class on Vietnamese and Hispanic Americans I ran across this book. Although it is dated in the 90’s it was like gold! It includes a background of a wide variety of ethnic populations and the way to teach them (pedagogy), yet respecting their heritage. I only wish that there was an updated version to include Syrians, and Afghans, plus Sudanese.
Ms. Perez and her associates presented concentrated perspectives from sociocultural theory to literacy and the teaching of writing. It is extensive from suggested readings and references at the end of each chapter to dealing with bi-culturalism and how to create a productive attitude in a classroom. There is even a section on Children’s Literature, and most of this genre is ageless. It is a well-organized book with a subject index at the end of the book, so using it for acquiring information rapidly is easily done.
You must take in account that this was written during the days of the Whole Language Movement, and when many school districts were trying to use a portfolio system to compile a student’s work. Many aspects have changed since then and using data to drive instruction is one, however a teacher must still be cognizant of the cultural background of their students, to help connect with them and help achieve maximum motivation. The attitude of parents and their view of education and how they see literacy is also important and this is very pertinent to be able to understand where the parents place emphasis.
Though I rented this book through Amazon, I could easily have bought it for future reference – it would be invaluable.