000 02315cam 2200373 a 4500
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008 960822s1997 nyua b 001 0 eng
010 $a 96042973
020 $a0820436755
035 $a(lcb)96042973
035 $9ARY9213C1
035 $a1711712
040 $aDLC$cDLC$dDLC$dOrLoB-B$dOCoLC
043 $an-us---
050 00 $aLB1576$b.C747 1997
082 00 $a302.2/244$220
100 1 $aCourts, Patrick L.
245 10 $aMulticultural literacies :$bdialect, discourse,
and diversity /$cPatrick L. Courts.
260 $aNew York :$bP. Lang,$c1997.
300 $aviii, 196 p. :$bill. ;$c23 cm.
490 1 $aCounterpoints ;$vvol. 45
504 $aIncludes bibliographical references (p.
[177]-189) and index.
505 00 $g1.$tPoliteracies: Marginalizers and Those They
Marginalize -- $g2.$tDialects and Discourses: Dig? --
$g3.$tReal People/Real Stories: Voices from the Margin --
$g4.$tWhole Language and Multiple Intelligences: Who You
Think You Foolin'? -- $g5.$tWalkin' the Walk: Singing the
Voices Electric -- $g6.$tPostscript: Discourse in
Cyberspace.
520 1 $a"While many professionals argue about the
validity and acceptability of the non-dominant
dialects/discourse systems of minority groups, schools and
colleges continue to discriminate against and penalize
students who use non-dominant dialects and discourse. This
study describes and analyzes non-dominant dialects/discourse
systems associated with certain cultural groups in the U.S.
and examines their school experiences. Building from the
theoretical foundations of critical, liberatory literacy and
whole language approaches to teaching, the book suggests
classroom approaches designed to help teach people from
various cultures to improve their own literacy levels
without losing their individual/cultural identities."--BOOK
JACKET.
650 0 $aLanguage arts$zUnited States.
650 0 $aLiteracy$xSocial aspects$zUnited States.
650 0 $aPostmodernism and education$zUnited States.
650 0 $aCritical pedagogy$zUnited States.
650 0 $aLanguage experience approach in education$zUnited
States.
650 0 $aMulticultural education$zUnited States.
650 0 $aSociolinguistics.
830 0 $aCounterpoints (New York, N.Y.) ;$vvol. 45.
948 $aAMU:BM;ctm:tg
