| Agendas for Second Language Literacy Contributor(s): McKay, Sandra Lee (Author) |
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ISBN: 0521446643 ISBN-13: 9780521446648 Publisher: Cambridge University Press OUR PRICE: $55.58 Product Type: Paperback - Other Formats Published: April 1993 Annotation: This text examines sociopolitical, economic, familial, and educational agendas that influence attainment of second language literacy. The paperback 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. Professor McKay analyzes the conflicts among different interest groups and paints a sensitive picture of how the needs of an individual may be at odds with any and all of the various literacy agendas. 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. |
| Additional Information |
| BISAC Categories: - Foreign Language Study | English As A Second Language - Language Arts & Disciplines | Literacy |
| Dewey: 306.449 |
| LCCN: 92040939 |
| Series: Cambridge Language Education |
| Physical Information: 0.45" H x 6.02" W x 8.93" (0.55 lbs) 170 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: 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. |