Children entering schools today come from a wide variety of ethnic and cultural backgrounds, and many have to learn a second or third language to take advantage of the opportunities offered by public education. Under such conditions, what should be the goals for literacy learning and how can teachers ensure that all children are enabled to achieve them?
The book answers these questions, providing a richly detailed interplay of case histories with discussions of literary and sociocultural theory of learning and teaching. Together, they offer a framework for teachers to reflect on their goals and practices, inspiring them to become innovators in the classroom.
