Additional Resources
Additional Resources
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Research & recommended readings
Research & recommended readings
Campano, G. (2007). Immigrant students and literacy: Reading, writing, and remembering. New York: Teachers College Press.
España, C., & Herrera, L. Y. (2020). En comunidad: Lessons for centering the voices and experiences of bilingual Latinx students. Porstmouth, NH: Heinemann.
Genishi, C., & Dyson, A.H. (2009). Children, language, and literacy: Diverse learners in diverse times. New York, NY: Teachers College Press.
González, N., Moll, L.C., & Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Mahwah, NJ: Erlbaum.
Gorski, P. C. (2011). Unlearning deficit ideology and the scornful gaze: Thoughts on authenticating the class discourse in education. Counterpoints, 402, 152–173.
Handsfield, L. J. & Jiménez, R. T. (2008). Revisiting cognitive strategy instruction in culturally and linguistically diverse classrooms: Cautions and possibilities. Language Arts, 85(6), 450-458.
Handsfield, L. J. & Valente, P. (2016). Momentos de cambio: Cultivating bilingual students’ epistemic privilege through memoir and testimonio. International Journal of Multicultural Education, 18(3), 138-158. http://dx.doi.org/10.18251/ijme.v18i3.1200.
Lee, C. (2007). Culture, literature, and learning: Taking bloom in the midst of the whirlwind. New York, NY: Teachers College Press.
Lee, A. Y. & Handsfield, L. J. (2018). Code-meshing and writing instruction in multilingual classrooms. The Reading Teacher, 72(2), 159-168. https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/trtr.1688.
Martínez, R. A., Orellana, M. F., Pacheco, M., & Carbone, P. (2008). Found in translation: Connecting translating experiences to academic writing. Language Arts, 85, 421–431.
Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. New York: Scholastic.
Orellana, M. F., & García, O. (2014). Language brokering and translanguaging in school. Language Arts, 91(5), 386.
Pacheco, M. B., David, S., & Jiménez, R. T. (2015). Translating pedagogies: Leveraging students’ heritage languages in the literacy classroom. Middle Grades Research Journal, 10(1), 49-63.
Suoto-Manning, M. (2016). Honoring and building on the rich literacy practices of young bilingual and multilingual learners. The Reading Teacher, 70(3), 263-271.
Valencia, R. (1997). Dismantling contemporary deficit thinking: Educational thought and practice. New York: Routledge.
Vasquez, V. M. 92017). Critical literacy across the K-6 curriculum. New York: Routledge.
Wager, A. C., Clarke, L. W., Enriquez, G.; With: Camille M. Garcia, Gilberto P. Lara, & Rebecca Reynolds. (2019). The Reading Turn-Around with Emergent Bilinguals: A Five-Part Framework for Powerful Teaching and Learning (Grades K–6). New York: Teachers College Press.
Willis, A.I. (2019). Race, response to intervention, and reading research. Journal of Literacy Research, 51(4), 394-419.
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