The family stories project: Using funds of knowledge for writing

Reading Teacher

Volumn 59, Issue 6, 2006, Pages 510-520

  Dworin, Joel E ^a,b  

^a UNIVERSITY OF TEXAS AT AUSTIN   (United States)

^b Language and Literacy Studies ^*  (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33750871220     PISSN: 00340561     EISSN: None     Source Type: Journal    
DOI: 10.1598/RT.59.6.1     Document Type: Review

References (30)

1. Bell, R.T. (1991). Translation and translating: Theory into practice. New York: Longman.
2. Campbell, S. (1998). Translation into the second language. New York: Addison Wesley Longman.
3. Delacre, L. (1999). Salsa stories/Cuentos con sazón. New York: Scholastic.
4. Dworin, J.E. (1996). Billiteracy development: The appropriation of English and Spanish literacy by second and third grade students. Unpublished doctoral dissertation, University of Arizona, Tucson.
5. Dworin, J.E. (2003). Insights into biliteracy development: Toward a bidirectional theory of bilingual pedagogy. Journal of Hispanic Higher Education, 2, 171-186.
6. Edelsky, C. (1989). Bilingual children's writing: Fact and fiction. In D.M. Johnson & D.H. Roen (Eds.), Richness in writing: Empowering ESL students (pp. 165-176). New York: Longman.
7. Edelsky, C. (1996). With literacy and justice for all: Rethinking the social in language and education (2nd ed.). London: Falmer.
8. Gutiérrez, K.D., Baquedano-López, P., & Alvarez, H.H. (2001). Literacy as hybridity: Moving beyond bilingualism in urban classrooms. In M.L. Reyes & J. Halcón (Eds.), The best for our children: Critical perspectives on literacy for Latino students (pp. 122-141). New York: Teachers College Press.
9. Gutiérrez, K.D., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5), 19-25.
10. Hornberger, N., & Skilton-Sylvester, E. (2000). Revisiting the continua of biliteracy: International and critical per spectives. Language and Education: An International Journal, 14, 96-122.
11. Jiménez, R., García, G., & Pearson, P.D. (1995). Three children, two languages, and strategic reading: Case studies in bilingual/monolingual reading. American Educational Research Journal, 32, 67-97.
12. Ladson-Billlngs, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32, 465-491.
13. Mercer, N. (2000). Words and minds: How we use language to think together. New York: Routledge.
14. Moll, L.C. (1988). Some key issues In teaching Latino students. Language Arts, 65, 465-472.
15. Moll, L.C. (1992). Bilingual classroom studies and community analysis. Educational Researcher, 21(2), 20-24.
16. Moll, L.C. (2000). Inspired by Vygotsky: Ethnographic experiments. In C.D. Lee & P. Smagorinsky (Eds.), Vygotskian perspectives on literacy research: Constructing meaning through collaborative Inquiry (pp. 256-279). New York: Cambridge University Press.
17. Moll, L.C., Amanti, C., Neff, D., & González, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31, 132-141.
18. Moll, L.C., & Dworin, J.E. (1996). Biliteracy development in classrooms: Social dynamics and cultural possibilities. In D. Hicks (Ed.), Discourse, learning and schooling: An Interdisciplinary perspective (pp. 221-246). Cambridge, England: Cambridge University Press.
19. Moll, L.C., & Greenberg, J. (1990). Creating zones of possibilities: Combining social contexts for instruction. In L.C. Moll (Ed.), Vygotsky and education: Instructional Implications and applications of sociohistorical psychology. Cambridge, England: Cambridge University Press.
20. Moll, L.C., Sáez, R., & Dworin, J.E. (2001). Exploring biliteracy: Two student case examples of writing as a social practice. The Elementary School Journal, 101, 435-449.
21. Moll, L.C., Tapia, J., & Whitmore, K. (1993). Living knowledge: The social distribution of cultural resources for thinking. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 139-163). Cambridge, England: Cambridge University Press.
22. Orellana, M.F., Reynolds, J., Dorner, L., & Meza, M. (2003). In other words: Translating or "para-phrasing" as a family literacy practice in Immigrant households. Reading Research Quarterly, 38, 12-34.
23. Reyes, M.L. (2001). Unleashing possibilities: Biliteracy in the primary grades. In M.L. Reyes & J. Halcón, (Eds.), The best for our children: Critical perspectives on literacy for Latino students (pp. 96-121). New York: Teachers College Press.
24. Schwarzer, D., Haywood, A., & Lorenzen, C. (2003). Fostering multiliteracy in a linguistically diverse classroom. Language Arts, 80, 453-460.
25. Shannon, S.M. (1987). A reconsideration of natural translation for a theory of translation. In M. Coulthard & P. Odber de Barbeta (Eds.), The knowledges of the translator (pp. 99-120). Lampeter, Wales: Edwin Millen Press.
26. Shannon, S.M. (1995). The hegemony of English: A case study of one bilingual classroom as a site of resistance. Linguistics and Education, 7, 175-200.
27. Tse, L. (1996). Who decides? The effect of language brokering on home-school communication. The Journal of Educational Issues of Language Minority Students, 16, 225-233.
28. Valdés, G. (2002). Expanding definitions of giftedness: The case of young interpreters from Immigrant countries. Mahwah: NJ: Erlbaum.
29. Walsh, C.E. (1991). Pedagogy and the struggle for voice: Issues of language, power, and schooling for Puerto Ricans. New York: Bergin & Garvey.
30. Whitmore, K.F., & Crowell, C.G. (1994). Inventing a classroom: Life in a whole language learning community. York, ME: Stenhouse.