Handbook of Research on Cross-Cultural Approaches to Language and Literacy Development

Handbook of Research on Cross-Cultural Approaches to Language and Literacy Development

Patriann Smith (University of Illinois at Urbana-Champaign, USA) and Alex Kumi-Yeboah (University at Albany–State University of New York, USA)
Release Date: August, 2015|Copyright: © 2015 |Pages: 567
ISBN13: 9781466686687|ISBN10: 1466686685|EISBN13: 9781466686694|DOI: 10.4018/978-1-4666-8668-7


With rapid technological and cultural advancements, the 21st century has witnessed the wide scale development of transnationalist economies, which has led to the concurrent evolution of language and literacy studies, expanding cross-cultural approaches to literacy and communication. Current language education applies new technologies and multiple modes of text to a diverse range of cultural contexts, enhancing the classroom experience for multi-lingual learners.

The Handbook of Research on Cross-Cultural Approaches to Language and Literacy Development provides an authoritative exploration of cross-cultural approaches to language learning through extensive research that illuminates the theoretical frameworks behind multicultural pedagogy and its myriad applications for a globalized society. With its comprehensive coverage of transnational case studies, trends in literacy teaching, and emerging instructive technologies, this handbook is an essential reference source for K-20 educators, administrators in school districts, English as a Second Language (ESL) teachers, and researchers in the field of Second Language Acquisition (SLA).

This diverse publication features comprehensive and accessible articles on the latest instructional pedagogies and strategies, current empirical research on cross-cultural language development, and the unique challenges faced by teachers, researchers, and policymakers who promote cross-cultural perspectives.

Topics Covered

The many academic areas covered in this publication include, but are not limited to:

  • Common Core Standards
  • Cross-Cultural Language and Literacy Instruction
  • Cultural Intersections
  • Language Instruction Technologies
  • Language Learning
  • Multicultural Education
  • Sociological Approaches to Literacy Research
  • Teaching in Bi/Multilingual Settings

Reviews and Testimonials

International contributors in education, translation, language and literacy, applied linguistics, bilingual education, and TESOL reveal the latest work on cross-cultural approaches to language education, multicultural pedagogy, and cross-cultural language development. [...] Some specific topics include the literacy needs of young adults on the job in Sierra Leone, biliteracy and human capital in Texas border colonies, using culturally and linguistically diverse electronic storybooks in ESL teacher education, transnational immigrant youth literacies, and code switching in classrooms. The book is for K-20 teachers, researchers in second language acquisition, and educational administrators and policymakers.

– ProtoView Book Abstracts (formerly Book News, Inc.)

Table of Contents and List of Contributors

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Author(s)/Editor(s) Biography

Patriann Smith is a Faculty Member in the Department of Curriculum and Instruction at the University of Illinois at Urbana-Champaign. Her areas of research include examining challenges in the cross-cultural literacy, language and assessment practices of adolescent immigrant multilingual learners and international multilingual teachers. Across these areas, Patriann is concerned with the ways in which standard and localized language ideologies, language discrimination, and assumptions embedded in discussions of linguistic human rights affect cross-cultural literacy practice and assessment. Patriann has taught internationally in the Caribbean and the United States is an International Reading Association (IRA) Hall of Fame Young Scholar (2013-2016) and a recipient of the American Educational Research Association (AERA) Language and Social Processes (LSP) Emerging Scholar Award (2015).
Alex Kumi-Yeboah is an Assistant Professor of Education at the School of Education, Department of Educational Theory and Practice, University at Albany, New York in the United States. He earned a Bachelor’s degree in Social Studies Education from the University of Cape Coast, Ghana and received his Master of Arts in Social Sciences Education in 2004 and Ph.D. in Curriculum and Instruction with a cognate in Research Methods from the University of South Florida. His areas of research include immigrant issues in education focused specifically on the educational and non-educational experiences of immigrant students from Africa, cross-cultural learning experiences of Black immigrant students, the cultural contexts of education, international education (education in sub-Saharan Africa), and multicultural online education. His work has appeared in journals such as Transformative Education, Adult Learning and International Forum of Teaching and Studies.