2011/03/10 by Allison Skerrett, Randy Bomer · 2 citations
Arts and Humanities · Social Sciences · #EFL/ESL Teaching and Learning #Literacy, Media, and Education #Multilingual Education and Policy
paper · doi:10.1177/0042085911398920
crossref issued 2011/03/10 · crossref published 2011/03/10 · crossref published-online 2011/03/10 · openalex publication_date 2011/03/10 · crossref created 2011/03/10 · crossref published-print 2011/11/01 · openalex created_date 2025/10/10 · crossref deposited 2026/05/01 · crossref indexed 2026/08/02 · openalex updated_date 2026/08/02
This article examines how a teacher drew on her urban students’ outside-school literacies to inform teaching and learning in a reading/language arts classroom. The following findings are discussed: curricular invitations the teacher offered to students; the teacher’s curriculum development process; the relationships between the genres of students’ outside-school literacies and those of the school; and the subject positionings taken up by the students and the teacher in the classroom. The article demonstrates how teachers may affirm the out-of-school literacies of urban students and connect these literacies to the formal curriculum, thereby enhancing students’ in-school literacy engagement and success.