Developing literacy in second-language learners: Critique from a heteroglossic, sociocultural, and multidimensional framework

The authors review and discuss the work presented in Developing Literacy in Second‐Language Learners: Report of The National Literacy Panel on Language Minority Children and Youth, edited by Diane August and Timothy Shanahan.

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Bibliographic Details
Published in:	Reading Research Quarterly Vol. 42; no. 4; pp. 598 - 609
Main Authors:	GRANT, RACHEL A., WONG, SHELLEY D., OSTERLING, JORGE P.
Format:	Book Review Journal Article
Language:	English
Published:	Oxford, UK Blackwell Publishing Ltd 12-10-2007 International Reading Association
Subjects:	adolescence Adult Literacy African American English African Americans childhood Cognitive Development Colloquial language Cultural heritage early adolescence English as a second language Essay Book Review Feminism Heteroglossia language learners learner Literacy Literacy Education Multicultural Education Nonfiction Post structuralist linguistics Research Methodology review Stress topic type United States > US Peru California
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Summary:	The authors review and discuss the work presented in Developing Literacy in Second‐Language Learners: Report of The National Literacy Panel on Language Minority Children and Youth, edited by Diane August and Timothy Shanahan.
Bibliography:	istex:19B336AA93AF41F4B12AFF04E3D14395DC725F12 ark:/67375/WNG-XCB99KQW-3 ArticleID:RRQ333 rgrant4@gmu.edu Her research interests are dialogic and sociocultural approaches to literacy and academic achievement for racial‐, cultural‐, and language‐minority students. She is the author of Dialogic Approaches to TESOL: Where the Ginkgo Tree Grows published by Erlbaum. Shelley Wong is an associate professor of multilingual and multicultural education at George Mason University (4400 University Dr. MS 4B3, Fairfax, VA 22030, USA; e‐mail Jorge P. Osterling is an associate professor of multilingual and multicultural education at George Mason University (4400 University Drive, MS 4B3, Fairfax, VA 22030, USA; e‐mail Rachel Grant is an associate professor of education and director of the Center for Language and Culture at George Mason University (4400 University Dr. MS 4B3, Fairfax, VA 22030, USA; e‐mail Her research interests are critical pedagogical approaches to literacy and academic achievement for linguistically and racially diverse students, with a particular focus on urban settings. swong1@gmu.edu josterli@gmu.edu Born and raised in Lima, Peru, he attended Catholic University of Peru, where he received a BA in applied social sciences. He then attended the University of California, Berkeley, where he was awarded an MA and PhD in sociocultural anthropology. His scholarly work focuses on multicultural and bilingual education, curriculum reform, teacher education, and the education of Latinos, immigrants, and other culturally, linguistically, and ability diverse student populations.
ISSN:	0034-0553 1936-2722
DOI:	10.1598/RRQ.42.4.8