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Informationen zum Autor Daniella Molle is a Professional Development Researcher at WIDA, Wisconsin Center for Education Research, University of Wisconsin-Madison, USA. Edynn Sato is a Principal Research Scientist in the Research and Innovation Network’s Next Generation Learning and Assessment Center at Pearson, USA. Timothy Boals is a Senior Research Scientist at WIDA, Wisconsin Center for Education Research, University of Wisconsin-Madison, USA. Carol A. Hedgspeth is a Research Associate at WestEd, USA. Klappentext Shifting the discourse from a focus on academic language to the more dynamic but less researched construct of academic literacies, this volume addresses three key questions: ¿ What constitutes academic literacy? ¿ What does academic literacy development in adolescent multilingual students look like and how can this development be assessed? ¿ What classroom contexts foster the development of academic literacies in multilingual adolescents? The contributing authors provide divergent definitions of academic literacies and use dissimilar theoretical and methodological approaches to study literacy development. Nevertheless, all chapters reflect a shared conceptual framework for examining academic literacies as situated, overlapping, meaning-making practices. This framework foregrounds students' participation in valued disciplinary literacy practices. Emphasized in the new college and career readiness standards, the notion of disciplinary practices allows the contributing authors to bridge the language/content dichotomy, and take a more holistic as well as nuanced view of the demands that multilingual students face in general education classrooms. The volume also explores the implications of the emphasis on academic literacy practices for classroom instruction, research, and policy. Zusammenfassung Shifting the discourse from a focus on academic language to the more dynamic construct of academic literacies, this volume offers a conceptual framework for examining academic literacies as situated, overlapping, meaning-making practices. Inhaltsverzeichnis Preface Chapter 1. Introduction Daniella Molle Part I. Academic literacies: A rationale and exploration of the construct Chapter 2. Academic language and academic literacies: Mapping a relationship Daniella Molle Chapter 3. In more than one tongue: Academic literacies at work as living texts Marylin Low Chapter 4. Adolescent development and everyday language practices: Implications for the academic literacy of multilingual learners Alison Bailey, Marjorie Faulstich Orellana Chapter 5. A sociocultural approach to academic literacy in mathematics for adolescent English learners: Integrating mathematical proficiency, practices, and discourse Judit Moschkovich Chapter 6. Translingual literacies in a social media age: Lessons learned from youth’s transnational communication online José Ramón Lizárraga, Glynda Hull, John Scott Part II. Academic literacy development: Contexts and practices Chapter 7. Bilingualism-as-participation: Examining adolescents’ bi(multi)lingual literacies across out-of-school and online contexts Mariana Pacheco Chapter 8. Academic literacy development: A ten-year case study of an aspiring writer Cathy Compton-Lilly Chapter 9. Inquire to acquire: A discourse analysis of bilingual students’ development of science literacy Laura Wright Chapter 10. Schooling begins before adolescence: The case of Manuel and limited opportunities to learn Kathy Escamilla Part III. Implications of an academic literacies approach to learning Chapter 11. The use of assessment in support of the development of adolescents’ academic literacies Margaret Heritage Chapter 12. Building...
