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GLAM=Galleries, Libraries, Archives, Museums

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Risk Mitigation in Open Access to Digital Cultural Heritage Collections

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Free to use video footage recorded by a network of journalism professionals from countries around the world. Browse thousands videos covering the most critical issues of our times, recorded by humans.

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The Global Storybooks Portal is designed specifically for teachers, parents, and community members around the world. It makes 40 selected stories from the African Storybook available in major national, immigrant and refugee languages of individual countries, regions, and groups.

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LIBRARY & READING

We donate carefully selected, high- quality picture books, novels, and nonfictions. We renovate library space to make them inviting. We

catalogue books and deploy digital library management system. We train teachers and students to be librarians. We promote book corners

in classrooms. We help teachers organize reading activities. We demonstrate within campuses and communities. Through such

comprehensive support, we ensure that libraries remain open regularly and books are used effectively so that reading in and out of the

classroom can become an integral part of student life.

VOLUNTEERING

Each year, we recruit volunteers from both China and abroad. After four weeks of online training and three days of training camp,

volunteers travel in teams to library sites to work for about a month. While on the site, our volunteers open up libraries and implement

circulating practice that is suitable for the schools' specific conditions. They also work closely with teachers to design and run reading

activities and promote reading both in school and in the wider community. We also recruit volunteers in metropolitan areas to serve in

migrant communities, where they run regular reading activities for migrant children.

Join the 2023 Dream Corps Summer Volunteer Program

Join the 2023 Dream Corps Summer Volunteer Program

Dream Corps is recruiting 25 volunteers to participate in its 2023 Summer Volunteer Program (SVP).

Interviews will be given on a rolling basis. Our application deadline is March 19th, 2023.

TEACHER TRAINING

Teachers from our sites across China are annually invited for days of training in library and reading. During training, rural teachers work

together with domain experts and Dream Corps organizers to share experience and learn from each other. Besides introduction to small

library management and children's literature, much of the training is devoted to practical methods for providing guidance and support for

students in sustained silent reading, in reading aloud stories, etc. Through many immersive, hands-on sessions, teachers come to be

equipped with skills for organizing effective reading activities.

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LIBRARY & READING We donate carefully selected, high- quality picture books, novels, and nonfictions. We renovate library space to make them inviting. We catalogue books and deploy digital library management system. We train teachers and students to be librarians. We promote book corners in classrooms. We help teachers organize reading activities.

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IU Books & Beyond is a University Student Organization at Indiana University Bloomington. We promote intercultural communication, literacy skills, advancement of education, and service-learning by engaging students in authoring, illustrating, publishing, and marketing a collection of short stories.

Issues of this annual anthology are embargoed for two years after print publication in Rwanda.

Vol. 10 (2018)

View All Issues

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IU Books & Beyond is a University Student Organization at Indiana University Bloomington. We promote intercultural communication, literacy skills, advancement of education, and service-learning by engaging students in authoring, illustrating, publishing, and marketing a collection of short stories. Issues of this annual anthology are embargoed for two years after print publication in Rwanda.

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The importance of communicating in multiple languages

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The importance of communicating in multiple languages

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Includes curriculum in multiple languages

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As part of its effort to support learning continuity during the COVID-19 pandemic, UNESCO launched the Translate a Story initiative. The initiative is a book translation campaign to facilitate home-based early age reading.

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Supporting Linguistically and Culturally Diverse Learners in English Education

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Supporting Linguistically and Culturally Diverse Learners in English Education

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Preamble

As public intellectuals and agents of change, we recognize that English teachers and teacher educators are complicit in the reproduction of racial and socioeconomic inequality in schools and society. Through critical, self-reflexive practices embedded in our research and our teaching, we can work against racial, cultural, linguistic, and socioeconomic inequalities by creating humane classrooms where students and teachers learn to use language and literacy in critical and empowering ways.

Toward these ends, we have assembled a document that states our beliefs and recommendations for action. This document is built upon our values and democratic sensibilities in addition to a generation of literacy research conducted via multiple methods on cultural and linguistic diversity inside and outside of schools.

Structure and Scope of the Document

We intend this document to provide teachers and teacher educators with a philosophical and practical base for developing literacy classrooms that meet the needs of linguistically and culturally diverse learners. Accordingly, we will first briefly enumerate our eight principles and then follow with a more detailed discussion about and expansion of each principle, particularly in terms of what each means for literacy and literacy education classrooms. This expansion includes an unpacking of the belief followed by a chart of suggestions and resources for K-12 teachers, teacher educators, and researchers. Although not comprehensive-given space and time, we could have easily added more ideas and resources-this document represents what we consider to be a minimum philosophical outline for supporting learners whose cultures and language fall outside the boundaries of mainstream power codes. Additionally, all suggestions made for teachers and teacher educators, with some adapting, can work in nearly any classroom.

Eight Beliefs for Supporting Linguistically and Culturally Diverse Learners in English Education

We believe that . . .

1. Teachers and teacher educators must respect all learners and themselves as individuals with culturally defined identities.

2. Students bring funds of knowledge to their learning communities, and, recognizing this, teachers and teacher educators must incorporate this knowledge and experience into classroom practice.

3. Socially responsive and responsible teaching and learning requires an anthropologically and ethnographically informed teaching stance; teachers and teacher educators must be introduced to and routinely use the tools of practitioner/teacher research in order to ask difficult questions about their practice.

4. Students have a right to a variety of educational experiences that help them make informed decisions about their role and participation in language, literacy, and life.

5. Educators need to model culturally responsive and socially responsible practices for students.

6. All students need to be taught mainstream power codes/discourses and become critical users of language while also having their home and street codes honored.

7. Teachers and teacher educators must be willing to cross traditional personal and professional boundaries in pursuit of social justice and equity.

8. Teaching is a political act, and in our preparation of future teachers and citizens, teachers and teacher educators need to be advocates for and models of social justice and equity.

The Beliefs Expanded

Belief 1: Respect for All Learners
Teachers and teacher educators must respect all learners and themselves as individuals with culturally defined identities.
We recognize the uniqueness of all cultures, languages and communities. As teachers and teacher educators, we understand the increasing cultural and linguistic diversity of our society and that we enter our classrooms with our own social identities and cultural biases. We see all classrooms as multicultural, and we work towards respecting, valuing, and celebrating our own and students' unique strengths in creating equitable classroom communities.

Teacher Education Activities/Assignments

Go into and document our own as well as different cultural communities.

Conduct a critical historical survey of one or more groups.

Interview/research multiple generations (young and old) to gain insights into their dreams and aspirations.

Develop locally and historically situated blueprints for the realization of these dreams.

Have students investigate their cultural privilege as well as ways they have been marginalized.

Relevant References

James and Cherry McGee Banks, Handbook on Research on Multicultural Education, Jossey-Bass.

Bob Fecho, "Is This English?" Race, Language, and Culture in the Classroom, Teachers College Press.

Korina Jocson, "Taking It to the Mic": Pedagogy of June Jordan's Poetry for the People and Partnership with an Urban High School, English Education.

Gloria Ladson-Billings, The Dreamkeepers, Jossey-Bass.

Sonia Nieto, Language, Culture, and Teaching, Lawrence Erlbaum.

Belief 2: Funds of Knowledge
Students bring funds of knowledge to their learning communities, and, recognizing this, teachers and teacher educators must incorporate this knowledge and experience into classroom practice.
Students do not enter school as empty vessels to be filled with knowledge. Rather, they bring with them rich and varied language and cultural experiences. All too often, these experiences remain unrecognized or undervalued as dominant mainstream discourses suppress students' cultural capital (Bourdieu, 1990). Ethnographic research conducted inside and outside of schools reveals rich language and literacy practices that often go unnoticed in classrooms (Dyson, 2005; Fisher, 2003; Heath, 1983; Mahiri, 2004). When teachers successfully incorporate texts and pedagogical strategies that are culturally and linguistically responsive, they have been able to increase student efficacy, motivation, and academic achievement (Lee, 2001; Ladson-Billings, 1994).

For these reasons, we believe that teachers and teacher educators should actively acknowledge, celebrate, and incorporate these funds of knowledge (Moll, Amanti, Neff, & Gonzalez, 1994) into classroom practice. In addition, teachers need spaces to learn about the communities in which they will teach. This includes opportunities to explore and experience the contexts in which students live and form their cultural identities. Educators also need to learn more about sociolinguistics both in teacher preparation programs and in ongoing professional development. Developing this kind of knowledge may help to avoid linguistic racism or language marginalization (Delpit & Kilgour Dowdy, 2003; Gee, 1996; Gutierrez, Asato, Pachco, Moll, Olsen, Horng, Ruiz, Garcia, & McCarty, 2002; Perry & Delpit, 1998; Smitherman, 1999)

K-12 Activities/Assignments

Teacher Education Activities/Assignments

Relevant References

Lisa Delpit, "The Silenced Dialogue: Power and pedagogy in educating other people's children," Harvard Educational Review.

Carol Lee, "Is October Brown Chinese? A cultural modeling activity system for underachieving students," American Educational Research Journal.

Luis Moll, et al., "Funds of knowledge for teaching: Using a qualitative approach to connect homes and families," Theory into Practice.

Ernest Morrell, Linking Literacy and Popular Culture: Finding connections for lifelong learning, Christopher-Gordon Publishers, Inc.

Belief 3: Inquiring into Practice
Socially responsive and responsible teaching and learning requires an anthropologically and ethnographically informed teaching stance; teachers and teacher educators must be introduced to and routinely use the tools of practitioner/teacher research in order to ask difficult questions about their practice.
To empower students who have been traditionally disenfranchised by public education, teachers and teacher educators must learn about and know their students in more complex ways (e. g., MacGillivray, Rueda, Martinez, 2004; Ladson-Billings, 1994). They must be learners in their own classrooms (Michie, 1999). Using the tools of classroom-based research to develop more complex profiles of their students, teachers and teacher educators can use their growing knowledge of the lives and cultures of these students to design appropriate teaching methodologies and curriculum. Developing these tools would require new ways of collecting and analyzing information about students and their families, and then reflecting upon the appropriateness of their curriculum and practices to be more effective educators. Consequently, such investigation would mean using or creating new lenses to interrogate the impact of one's own teaching and planning. These lenses might involve designing methods for getting ongoing feedback from students and their families and responding to that feedback. Ultimately such reflective work implies that teachers and teacher educators have a right to choose, create, appraise, and critique their own responsive and responsible teaching and learning curriculum.

K-12 Activities/Assignments

Attend and participate in community meetings.

Document the efforts of a student in your classroom through periodic journals.

Form/join a group of colleagues who periodically use inquiry protocols that facilitate looking closely at the work of students.

Talk to parents and students to learn about their linguistic and cultural backgrounds and experiences.

Invite parents into the classroom to speak to all students on family life and cultural traditions, or to share an area of their expertise.

Teacher Education Activities/Assignments

Design action research projects that incorporate socially responsive methods and material.

Have students write a "border crossing" essay about a time when they were the "other."

Expect students to read and critique multiethnic and multicultural children's and YA literature (e. g., House on Mango Street; The Color of Water; Miracle's Boys; Uncle Jed's Barbershop).

Relevant References

JoBeth Allen, Class Actions: Teaching for Social Justice in Elementary and Middle School. Teachers College Press.

Linda Christensen, Reading, Writing, and Rising Up. Rethinking Schools.

Gregory Michie, Holler If You Hear Me: The Education of a Teacher and His Students. Teachers College Press.

Laurie, MacGillivray, Robert Rueda, and Anna Martiza Martinez, "Listening to Inner-City Teachers of English Language Learners. " In Boyd, Brock, with Rozendal's Multicultural and Multilingual Literacy and Language: Contexts and Practices. Guilford Press.

Belief 4: Variety of Educational Experience
Students have a right to a wide variety and range of high quality critical educational experiences that help them make informed decisions about their role and participation in language, literacy, and life.
A wide variety and range of high quality critical educational experiences should be centered in learning environments and educational curricula that affirm children's language and rich cultural identities. At the same time, these experiences should lead students to build a deep awareness and understanding for the many forms of language, literacies and varying lifestyles that exist in their communities and in the world. Curricula experiences should serve to empower students, develop their identities and voice, and encourage student agency to improve their life opportunities. A range and variety of high quality critical literacy practices will create opportunities for high student engagement and capitalize on their multiple learning styles and diverse identities and personalities. When contexts for learning resonate with purposeful and meaningful activities that touch learners' emotional wellspring, deep learning occurs, making deficit views of teaching and learning unviable and untenable.

K-12 Activities/Assignments

Teacher Education Activities/Assignments

Relevant References

Linda Darling-Hammond, The Right to Learn: A Blueprint for Creating Schools that Work, Jossey-Bass.

Maisha Fisher, "From the coffee house to the school house: The promise and potential of spoken word poetry in school contexts." English Education.

Rebecca Oxford, "Personality type in the foreign or second language classroom: Theoretical and empirical perspectives." In Horning and Sudol, Understanding Literacy: Personality Preference in Rhetorical and Psycholinguistic Contexts, Hampton.

Ira Shor and Caroline Pari, Critical Literacy in Action: Writing Words, Changing Worlds. Boynton/Cook.

Belief 5: Modeling Practice
Educators need to model culturally responsive and socially responsible practices for students.
When English educators model culturally responsive practices they explicitly acknowledge and incorporate students' funds of knowledge. Modeling effective teaching practices involves building on and consciously referring to the knowledge base of said practices. The process of modeling depends on carefully planned demonstrations, experiences, and activities. As part of this process, educators help students collectively examine experiences in light of their own learning, knowledge, and goals. These discussions may help learners not only develop language for how or if experiences support learning, but also will aid in identifying experiences that help learners examine whose English "counts" and in what contexts.

K-12 Activities/Assignments

Initiate explicit discussions on reading by disclosing your own reading preferences and processes. The discussion may lead to a subsequent discussion on what texts students have read during their formal school careers. Who wrote these texts? Whose texts aren't being read? Does this matter? Why is this problematic?

Invite students to bring in culturally relevant texts (e.g., songs, self-written poetry) and ask them to create a glossary for difficult (for the teacher) to understand language. After this experience, teacher may initiate discussion on being bi-lingual/cultural. In addition, teachers can also bring in texts relevant to the lives of students.

Researcher Stance and Research Questions

Types of research:Participant-observer; ethnographic; action research; self-study.

Sample question: What does modeling in action look like? What sorts of moves do teachers make to initiate it? What sense do students make of these experiences?

Relevant References

Geneva Gay, Culturally responsive teaching: Theory, research, and practice. Teachers College Press.

Carol Lee. "Bridging Home and School Literacies: Models for Culturally Responsive Teaching, A Case for African American English, In Heath and Lapp, A Handbook for Literacy Educators: Research on Teaching the Communicative and Visual Arts, Macmillan.

Ruth Schoenbach, Cynthia Greenleaf, Christine Cziko, and Lori Hurwitz, Reading for Understanding, Jossey-Bass.

Belief 6: Critical Users of Language
All students need to be taught mainstream power codes and become critical users of language while also having their home and street codes honored.
English language arts teachers live a contradiction. We find ourselves charged to teach native speakers and second language learners alike. Yet, according to contemporary research, native speakers know all of the rules of their native dialect (typically by the time they enter public schools at the age of five or six), and second language learners need not so much instruction, but immersion. Ultimately we know both groups and, indeed, all language users have a right to be informed about and practiced in the dialect of the dominant culture, also mythologized as "Standard English." Teachers are responsible for giving all students the tools and resources to access the Language of Wider Communication, both spoken and written. However, it is not enough to just "teach" the mainstream power codes; teachers need to foster ongoing and critical examinations with their students of how particular codes came into power, why linguistic apartheid exists, and how even their own dialectical and slang patterns are often appropriated by the dominant culture. Thus, our dilemma: how do we offer both groups ample opportunities to learn and practice their usage of this "prestige dialect" while at the same time recognizing the communicative equality and linguistic validity of their home dialects and languages? This document seeks to provide an answer, additional resources, and questions in answering that charge.

Relevant References

Laurie Bauer and Peter Trudgill, Language Myths, Penguin.

David and Yvonne Freeman, Essential Linguistics, Heinemann.

Eva Hoffman, Lost in Translation, Penguin.

Richard Rodriguez, Hunger of Memory, Bantam Books.

Walt Wolfram and Natalie Schilling-Estes, American English, Blackwell.

Belief 7: Crossing Cultural Boundaries
Teachers and teacher educators must be willing to cross traditional, personal and professional boundaries in pursuit of social justice and equity.
While there are discussions about whether "we" can or cannot teach "others," the fact remains that English educators do just that every day. There is and will continue to be a disparity between the racial, socioeconomic, and cultural backgrounds of English educators and their students. Whereas the percentage of white female English educators-estimated at about 85-90 per cent-in U.S. schools has remained constant (Snyder & Hoffman, 2002), the students with whom they work have and will continue to become increasingly diverse. Teacher candidates will need to understand and acknowledge racial and socioeconomic inequities that exist and that schools perpetuate.

As part of their teacher education, they will need to acknowledge the limits of their personal knowledge as well as experience the privileges afforded them by virtue of their race and class. Part of the curriculum for English educators will involve crossing personal boundaries in order to study, embrace and build understanding of "other." The purpose of boundary crossing is not to simply have an experience with the "other," but to use that experience to advocate for the advancement for all. While the stereotypical demographic teacher population of the white, middle-class, female will often have to cross more distinct boundaries, other preservice teachers who are more linguistically, culturally, racially, and socioeconomically aligned with the growing diverse student population will have to engage in "making the strange familiar, and making the familiar strange."

Ultimately, teacher candidates will need to engage in projects that allow them to study their lives as a way to recognize their limits and to complement the work they will do in crossing personal boundaries. This may involve learning language, studying culture, and visiting with students and their families. In short, we can't do what we've always done because we don't have the same students we had before (Kansas National Education Association, 2003).

Relevant References

Barbara Ehrenreich, Nickel and Dimed: On (Not) Getting by in America, Owl Books.

Victoria Purcell-Gates, Other People's Words, Harvard University Press.

Shirley Brice Heath, Ways with Words, Cambridge University Press.

Deborah Hicks, Reading Lives: Working-Class Children and Literacy Learning, Teachers College Press.

Mike Rose, Lives on the Boundary, Penguin.

Victor Villanueva, Jr. Bootstraps: From an American Academic of Color, NCTE.

Belief 8: Teaching as a Political Act
Teaching is a political act, and in our preparation of future teachers and citizens, teachers and teacher educators need to be advocates for and models of social justice and equity.
We recognize that teachers and teacher educators have the potential to function as change agents in their classrooms, schools, and communities. Social justice-oriented teachers and teacher educators play a significant role in seeking alternative ways to address various forms of official knowledge with their students, especially forms of official knowledge that marginalize certain groups while privileging others. We also believe that effective literacy teachers of diverse students envision their classrooms as sites of struggle and transformative action in the service of academic literacy development and social change.

Towards these ends, we recognize the importance of employing a critical lens when engaging preservice and inservice teachers, a lens that enables these teachers to understand and value a stance toward literacy teaching that also promotes critical consciousness, social justice, and equity. Through praxis, the combination of active reflection and reflective action (Freire, 1970), teachers and teacher educators are able to build and strengthen collective efforts toward individual and social transformation. Our desire is for teachers and teacher educators to continue to expand relevant course materials, activities, methods, and experience in serving diverse students in the 21st century in the pursuit of equity, achievement, and justice.

K-12 Activities/Assignments

Encourage students to develop critical perspectives through community-based research and action projects.

Increase the shared knowledge base with students, parents, and other local actors; regularly tap into students' funds of knowledge.

Use classroom approaches that empower students socially and academically.

Negotiate roles and go beyond teacher-as-expert and student-as-novice.

Be explicit with students about your own positions as political agents.

Relevant References

Michael Apple, Ideology and Curriculum, Routledge.

John Dewey, The Child and the Curriculum, University of Chicago Press.

Paolo Freire, Pedagogy of the Oppressed, Continuum.

Henry Giroux, Theory and Resistance in Education: A Pedagogy for the Opposition, Bergin & Garvey.

Bell Hooks, Teaching Community: A Pedagogy of Hope, Routledge.

Peter McLaren, Revolutionary Multiculturalism: Pedagogies of Dissent for the New Millennium, Westview Press.

References and Additional Recommendations

Allen, J. (Ed.). (1999). Class actions: Teaching for social justice in elementary and middle school. New York: Teachers College Press.

Allington, R. L & Walmsley, S. A. (Eds.). (1995). No quick fix: Rethinking literacy programs in America's elementary schools. Newark, DE: International Reading Association.

Apple, M. (1990). Ideology and curriculum. New York: Routledge.

Bank, J. & Banks, C. (2003). Handbook on research on multicultural education (2nd Ed.). San Francisco: Jossey-Bass.

Bauer, L. & Trudgill, P. (1998). Language myths. New York: Penguin.

Boyd, F., Brock, C. H. with Rozendal, M. S. (Eds.). (2004). Multicultural and multilingual literacy and language: Contexts and practices. New York: Guilford Press.

Bourdieu, P. (1990). The logic of practice. (R. Nice, Trans). Stanford, CA: Stanford University Press.

Christensen, L. (2000). Reading, writing, and rising up. Milwaukee, WI: Rethinking Schools.

Darling-Hammond, L. (1997). The right to learn. A blueprint for creating schools that work. San Francisco, CA: Jossey-Bass.

Daspit, T. & Weaver, J. A. (1999). Popular culture and critical pedagogy. Reading, constructing, connecting. New York, NY: Garland.

Delpit, L. (1988). The silenced dialogue: Power and pedagogy in educating other people's children. Harvard Educational Review, 58 (3), 280-298.

Delpit, L, & Kilgour Dowdy, J. (Eds.) (2003). The skin that we speak: Thoughts on language and culture in the classroom. New York: The New Press.

Dewey, J. (1932/1990). The child and the curriculum/The school and society. Chicago: University of Chicago Press.

Dyson, A. H. (2005). Crafting "The humble prose of living": Rethinking oral/written relations in the echoes of spoken word. English Education, 37(2), 149-164.

Ehrenreich, B. (2001). Nickel and dimed: On (not) getting by in America. New York: Metropolitan Books.

Fecho, B. (2004). "Is this English?" Race, language, and culture in the classroom. New York: Teachers College Press.

Fisher, M.T. (2003). Open mics and open minds: Spoken word poetry in African Diaspora Participatory Literacy Communities. Harvard Educational Review, 73 (3), 362-389.

Fisher, M T. (2004). "The song is unfinished": The new literate and literary. Written Communication, 21(3), 290-312.

Fisher, M.T. (2005). From the coffee house to the schoolhouse: The promise and potential of spoken word poetry in school contexts. English Education, 37 (2), 115-131.

Freeman, D. & Freeman, Y. (2004). Essential linguistics: What you need to know to teach reading, ESL, spelling, phonics, and grammar. Portsmouth, NH: Heinemann.

Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.

Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press.

Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses. London, UK: Routledge-Falmer.

Giroux, H. (2001). Theory and resistance in education: Towards a pedagogy for the opposition (2nd Ed.). Westport, CT: Bergin & Garvey.

Gordon, L. (2000). Existenia Africana: Understanding Africana existential thought. New York: Routledge.

Gutierrez, K., Asato, J., Pacheco, M., Moll, L., Olson, K., Horng, E., Ruiz, R., Garcia, E., & McCarty, T. (2002). "Sounding American": The consequences of new reforms on English language learners. Reading Research Quarterly, 37 (3), 328-343.

Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. Cambridge, UK: Cambridge University Press.

Hicks, D. (2002). Reading lives: Working-class children and literacy learning. New York: Teachers College Press.

Hoffman, E. (1990). Lost in translation: A life in a new language. New York: Penguin.

Hooks, B. (2003). Teaching community: A pedagogy of hope. New York: Routledge.

Jocson, K.M. (2005). "Taking it to the mic": Pedagogy of June Jordan's Poetry for the People and partnership with an urban high school. English Education, 37(2), 44-60.

Kansas National Education Association (2003). Retrieved September 5, 2005 from http://www.knea.org/news/stories/2003/workteam.pdf

Kozol, J. (1991). Savage inequalities. Children in America's schools. New York, NY: HarperCollins.

Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco: Jossey-Bass.

Lankshear, C., & McLaren, P.L. (Eds.). (1993). Critical literacy. Politics, praxis, and the postmodern. Albany, NY: State University of New York Press.

Lee, C.D. (1995). A culturally based cognitive apprenticeship: Teaching African American high school students skills in literary interpretation. Reading Research Quarterly, 30(4), 608-631.

Lee, C.D. (2001). Is October Brown Chinese? A cultural modeling activity system for underachieving students. American Educational Research Journal, 38(1), 97-142.

MacGillivray, L., Rueda, R., & Martinez, A.M., Listening to Inner-City Teachers of English Language Learners. In F. Boyd, C. Brock, with M. Rozendal (Eds.). (2004). Multicultural and Multilingual Literacy and Language: Contexts and Practices. (pp. 144-160). New York: Guilford Press.

Many, J. (Ed.) (2001). Handbook of instructional practices for literacy teacher-educators. Examples and reflections from the teaching lives of literacy scholars. Mahwah, NJ: Lawrence Erlbaum.

Mahiri, J. (Ed.). (2004). What they don't learn in schools: Literacy in the lives of urban youth. New York: Peter Lang Publishing.

McCarty, T. (2002). A place to be Navajo: Rough Rock and the struggle for self-determination in indigenous schooling. Mahwah, NJ: Lawrence Erlbaum Associates.

McLaren, P. (1997). Revolutionary multiculturalism: Pedagogies of dissent for the new millennium. Boulder, CO: Westview.

Michie, G. (1999). Holler if you hear me: The education of a teacher and his students. New York: Teachers College Press.

Moll, L.C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31, 132 - 141.

Moll, L. C. & Gonzalez, N. (1994). "Lessons from research with Language-Minority children." Journal of Reading Behavior, 26(4), 439-456.

Morrell, E. (2004). Linking literacy and popular culture: Finding connections for lifelong learning. Norwood, Massachusetts: Christopher-Gordon Publishers, Inc.

Morrell, E. (2004). Becoming critical researchers: Literacy and empowerment for urban youth. New York: Peter Lang.

Oxford, R. L. (1997). Personality type in the foreign or second language classroom: Theoretical and empirical perspectives. In A. Horning & R. A. Sudol (Eds.), Understanding literacy. Personality preference in rhetorical and psycholinguistic contexts (pp. 153-179). Cresskill, NJ: Hampton.

Nieto, S. (2002). Language, culture, and teaching: Critical perspectives for a new century. Mahwah, NJ: Lawrence Erlbaum.

Perry, T., & Delpit, L. (1998.) The real Ebonics debate: Power, language, and the education of African-American children. Boston: Beacon Press.

Purcell-Gates, V. (1995). Other people's words: The cycle of low literacy. Cambridge, MA: Harvard University Press.

Rodriguez, R. (1982). Hunger of memory. New York: Bantam.

Rose, M. (1989). Lives on the boundary: The struggles and achievements of America's underprepared. New York: Free Press.

Schoenbach, R., Greenleaf, R., Cziko, C., & Hurvitz, R. (1999). Reading for understanding. San Francisco, CA: Jossey-Bass.

Shor, I. & Pari, C. (Eds.). (1999). Critical literacy in action. Writing words, changing worlds. Portsmouth, NH: Boynton/Cook.

Smitherman, G. (1999). Talking that talk: Language, culture, and education in African America. New York: Routledge.

Snyder, T. D., & Hoffman, C. M. (2002). Digest of education statistics 2001 (No. NCES 2000-130). Washington, DC: U.S. Department of Education, National Center for Education Statistics.

Villanueva, V. (1993). Bootstraps: From an American academic of color. Urbana, IL: NCTE.

Wolfram, W. & Schilling-Estes, N. (2005). American English (2nd ed.). Malden, MA: Blackwell.

This document was created in part as a result of the 2005 Conference on English Education Leadership and Policy Summit, Suzanne Miller, CEE Chair, and Dana L. Fox, CEE Leadership and Policy Summit Chair.

Participants and authors in the "Supporting Linguistically and Culturally Diverse Learners in English Education" thematic strand group of the CEE Summit included:

Co-Conveners: Bob Fecho and Fenice Boyd

Mary Ariail, Georgia State University

Fenice Boyd, University at Buffalo, State University of New York

Bob Fecho, University of Georgia

Maisha Fisher, Emory University

Mary K. Healy, University of California, Office of the President (Retired)

Korina Jocson, Stanford University

Kezia McNeal, Georgia State University

Ernest Morrell, Michigan State University

Tom Meyer, State University of New York, New Paltz

Jeanne Smith Muzzillo, Bradley University

Gertrude Tinker Sachs, Georgia State University

Charnita West, Georgia State University

Robert Williams, Radford University

If you wish to send a response to this CEE belief statement, please email elate@ncte.org and specify which statement you are commenting on in the Subject of your email. This position statement may be printed, copied, and disseminated without permission from NCTE.

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Supporting Linguistically and Culturally Diverse Learners in English Education

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To that end, Book Dash gathers creative professionals who volunteer to create new, African storybooks that anyone can freely translate and distribute. We employ our unique, 12-hour book-making methodology to create beautiful new books in just one day! Then, we share with the world, here on our website and in physical format for children to own.

Research shows that owning books is a key factor in holistic early development and lifelong academic and economic success: the effect of owning books outweighs a child's socio-economic status and is equaled only by parents' level of education.

By working together to increase book ownership among young children, we could effectively disrupt a cycle of inequality for good.

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Book Dash | New, African storybooks by volunteer creatives

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To that end, Book Dash gathers creative professionals who volunteer to create new, African storybooks that anyone can freely translate and distribute. We employ our unique, 12-hour book-making methodology to create beautiful new books in just one day! Then, we share with the world, here on our website and in physical format for children to own.

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The National Endowment for the Humanities

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The Documenting Endangered Languages (DEL) program is a partnership between the National Endowment for the Humanities (NEH) and the National Science Foundation (NSF) to develop and advance knowledge concerning endangered human languages. Made urgent by the imminent death of an estimated half of the 6,000-7,000 currently used languages, this effort aims also to exploit advances in information technology. Awards support fieldwork and other activities relevant to recording, documenting, and archiving endangered languages, including the preparation of lexicons, grammars, text samples, and databases.

Applications are submitted to NSF for review. Upon completion of the review process, the administration of awards is conducted separately by NEH or NSF.

When available, the DEL notice of funding opportunity and instructions will be available on the National Science Foundation's website.

For projects involving individual fellowships, project directors should consider applying for a Fellowship through the DLI-DEL program offered by NSF in collaboration with NEH's Division of Research.

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The Documenting Endangered Languages (DEL) program is a partnership between the National Endowment for the Humanities (NEH) and the National Science Foundation (NSF) to develop and advance knowledge concerning endangered human languages. Made urgent by the imminent death of an estimated half of the 6,000-7,000 currently used languages, this effort aims also to exploit advances in information technology.

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The importance of Language in Identity Development

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The importance of Language in Identity Development

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N.Y./Region: City of Endangered Languages | The New York Times

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Writing for beginning and intermediate English language learners

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Writing for beginning and intermediate English language learners

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B&B project_ Writing for Beginner English Learners.docx

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Share your stories about how language plays a role in your classroom here!

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Share your stories about how language plays a role in your classroom here!

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Discover unique opportunities at beINvolved! Find and attend events, browse and join organizations, and showcase your involvement.

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Students writing across cultures: Teaching awareness of audience in a co¬curricular service learning project

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Students writing across cultures: Teaching awareness of audience in a co¬curricular service learning project

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Students writing across cultures Teaching awareness of audience in a co¬curricular service learning project

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How to Contribute to the African Storybook Project

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How to Contribute to the African Storybook Project

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0:00 / 11:41•Watch full video

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ASb Website Guide Eng Create a storybook online

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The Copyright Office has launched a modern, refreshed resource for young learners: the Copyright for Kids Activity Sheets. These activity sheets, designed for children under age twelve, introduce copyright basics through games, puzzles, and more. Upon completing the activity sheets, kids discover that they are both copyright users and owners.

Using this refreshed resource, kids can learn what copyright is and what rights copyright owners have:

Coloring and searching activities help kids learn what subject matter is protectable by copyright.

Mazes trace a path from idea to authorship and copyright owner.

Spot-the-difference activities feature the Statue of Liberty (one of the largest works ever registered).

Prompts direct kids to create their very own original story or drawing.

All ages will learn that everyone is a copyright owner, everyone is a copyright user, there is no minimum age to being a copyright owner, and creators of any age have the option to register their works with the Copyright Office[1].

This interactive resource supports one of the Office's primary goals: making the copyright system as easy to understand for as many people as possible.

Copyright for Kids Activity Sheets are available on the Copyright Office's website to print at home. To learn more about copyright and Copyright Office services, schedule a visit to the Office's exhibit or request a speaker for classrooms and beyond.

[1] Adults should note that the registration application requires a fee, and that some personal information of the copyright holder will later be visible online if approved. For more information, see Copyright Registration (Circular 2) and Privacy: Public Copyright Registration Records (Circular 18).

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Copyright Is for Kids: New Resource for Parents, Teachers, and Librarians | Copyright

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The Copyright Office has launched a modern, refreshed resource for young learners: the Copyright for Kids Activity Sheets. These activity sheets, designed for children under age twelve, teach copyright basics to users as they color, solve puzzles, play games, and create their own copyright-protected work.

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Make your own storybook offline, using your own photographs and pictures. Download here

1. African Storybook Reader : Open access to picture storybooks in the languages of Africa. For children's literacy, enjoyment and imagination.The African Storybook Reader has a unique collection of over 1500 approved picture storybooks for early reading in 40 of the languages of Africa. Download

2. African Storybook: With more than 7,200 children's stories in 190 African languages, African Storybook has something for every child, from the very young ones just learning to read to older children. It's possible to search in various ways, including by language and reading level, and to download freely and print. Most of the storybooks are created or translated by local educators and reflect African contexts. There is also an excellent guide for parents, teachers, and librarians on Preparing to Use African Storybooks with Children. Over 4,000 of these storybooks can be found on the ASb reader app. Selected books can be downloaded onto a personal library for offline

3. Amadiora: An African Platform for Digital Comics Facilitating The Visibility Of African And Afro-Descendant Cartoonists. Access here

4. Afrocomix: An ingenious app from Leti Arts and is a revolutionary technological step to bringing all African creatives together to provide a hub for the the best Afrocentric content such as comics, wallpapers and animations. Download on Android

5. Anybooks: This app contains any book that you might be interested in reading.

6. Apple Books : The best book reading apps available only on the iOS devices with access to millions of ebooks and audiobooks. Download: iOS

7. Audible: Audible is allowing free access to stream an incredible collection of stories for children and teenagers, including titles across six different languages. All stories are free to stream on your desktop, laptop, phone or tablet. Download: Android, iOS

8. Book Dash: This South African non-profit gathers creative professionals who volunteer to create new, African storybooks that anyone can freely translate, print and distribute. It creates beautiful, high-quality books for young children in all South African languages. They currently have over 100 titles. Book Dash also has a short guide on Tips for Reading with Young Children.

9. Book Dash: BookDash provide free access to high-quality African storybooks that anyone can freely translate and distribute.

1. African app-based platform aggregating African short stories from African storytellers and put them directly in the hands of parents looking for more representative stories to read their children. Download: Apple & Android

2. Epic : It's the leading digital reading platform for kids 12 and under, offering access to over 40,000 high-quality books for kids, learning videos, reading quizzes that safely fuels curiosity and reading confidence for kids 12 and under. Download on Android and IPhone

3. FarFaria: Curated library of 1,000s of popular children's ebooks for kids 1-9. You can choose from unlimited read aloud story books, fairy tale books, bedtime stories, nursery rhymes, song, Spanish books, educational books and more. Offline access to Favorites. Download on Android

4. Google Play Books :The app supports millions of ebooks, comics, and audiobooks. You can download books and read them whenever you want to. Download: Android

5. Kids Read Aloud & Educational Audio Books Library: It's an educational App for Preschool Children & Toddlers with 1000+ Books for Just 5$ per month. Download on Android

6. Let's Read - Digital Library of Children's Books :
All books on the Let's Read app are 100% free to read. Your favorite books are also free to download and save for reading anytime, online or offline.

7. Minno Kids: Enjoy Christian shows, movies, and devotionals that bring faith and the bible to life for Christian families. Download on Android and IPhone

8. Moon + Reader : Only available on Android and selected for Editors' choice for 2018 for the value it offers its users. It supports thousands of books across various genres and over 20 ebook formats. Download: Android

9. My Picture Books : Use your own pictures to create picture books, and enhance them with texts or audio. Download here

10. Nal'ibali: Nal'ibali believes that well-established culture of reading can be a real game-changer for education. Nal'ibali promotes reading and writing in mother tongue languages. Nal'ibali has free to download stories for children and teenagers.

11. Nook by Barnes & Nobles: This app supports an online repository of over four million ebooks across several genres (fiction + non-fiction), magazines, comics, and graphic novels. Download: Android, iOS

12. Okada Books : Developed in Nigeria, it's a wide collection of Afrocentric books that is just as impressive as the Africa-focused features it packs. A vailable on

13. PocketBook Reader : A free books app for reading ebooks, magazines, comics, articles, and much more. It supports nearly 26 ebook and audio formats and ensures to offer an ad-free experience. Download on Android or IPhone

14. Radish : The first three chapters of a book is free, and the next chapter becomes 'locked' for a week. After the week is over, they are 'unlocked' and remain free. Android & IPhone

15. Read Along has an in-app reading buddy that listens to your young learner read aloud, offers assistance when they struggle and rewards them with stars when they do well - guiding them along as they progress.

16. Read Aloud, a reading app for kids that works offline. The app listens to the learner and teaches them how to well pronounce Download here (Android)

17. ReadingIQ : A comprehensive digital learning library app for kids ages 2 to 12, to perfectly align with your child's reading ability and grade level. From beautifully illustrated picture books, popular series, and comic books, to chapter books, graphic novels, and books on every academic subject, ReadingIQ is the anywhere, anytime personal learning library that helps your child grow as a reader. Download here

18. Roundafire - South Africa's First Multicultural Reading App with fun and educational storybooks from toddler to primary school years. Download via Google Store or Apple Store

19. Starfall It's Fun to Read : The activities at Starfall.com motivate through exploration, positive reinforcement, and play. With a basic understanding of letter-sound relationships, your child is ready to explore a variety of genres and topics that will expand reading vocabulary, comprehension, and world knowledge. The games and activities within demonstrate the joy of reading through rhyme, alliteration, spelling patterns, and word play. An AutoRead feature to model fluent reading, which can be disabled once your child is able to read independently. Download here

20. StoryWeaver: More than 19,000 stories in 234 languages. StoryWeaver has a special page on Reading at Home during the Coronavirus school closures.

21. The Early Literacy Resource Network: It provides links to research and resources on licensing, policies, creation, and use of high-quality children's materials in the global South. The Teaching Literacy page provides information for teaching reading and literacy skills. Access Good Stories Don't Grow on Trees: A Guide to Effective Costing of Storybooks in the Global South.

22. Vooks: A kid safe, ad-free streaming library of read aloud animated storybooks. Download on Android and IPhone

23. Wattpad: It connects a global community of millions of readers and writers through the power of story. Download on Android and iPhone

We hope that one of these 37 apps and websites would satisfy your needs to access African books or original stories for your kids or teenagers. If you know any other platform with African content or stories for kids or young adults, please do let us know in comment.

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37 best mobile apps and websites to access free children books & Stories for African

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We hope that one of these 37 apps and websites would satisfy your needs to access African books or original stories for your kids or teenagers. If you know any other platform with African content or stories for kids or young adults, please do let us know in comment.

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Learning Engine Video Series | U.S. Copyright Office

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The Learning Engine series of videos introduces copyright concepts and the Copyright Office to those who may be new to the topic or who want to learn more.
More videos will be added in the future here and to our YouTube channel. Subscribe to the channel to be notified when new videos are available.

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What is Copyright?

Learn about what copyright does-and does not-cover in our Circulars. These guides provide detailed, up-to-date information to explain copyright to the public. Below are just a few of our most popular ones. To search our library of Circulars by topic, go here, and be sure to check out our FAQ page for quick answers to commonly asked questions.

What is Copyright Registration?

Learn about registering your copyright claims, including about some of our applications for a few common types of works. Want to learn more or ready to take the next step? Register your work here.

Featured Videos

Want more information? Our Learning Engine video series explains copyright principles and frequently asked questions about topics.

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When you write a story, create a work of art, compose or record music, or take a picture, you engage with copyright. Perhaps you're fueled to create by reading, observing, or listening to other artists' works, or maybe you are starting an entirely new conversation.