{"title":"Bertha Perez","description":null,"products":[{"product_id":"sociocultural-contexts-of-language-and-literacy-book-bertha-perez-9780805843415","title":"Sociocultural Contexts of Language and Literacy","description":"Sociocultural Contexts of Language and Literacy, Second Edition engages prospective and in-service teachers in learning about linguistically and culturally diverse students, and in using this knowledge to enrich literacy learning in classrooms and","brand":"WoB","offers":[{"title":"US \/ GOOD \/ SBYB","offer_id":49849537757457,"sku":"CIN0805843418G","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ VERY_GOOD \/ SBYB","offer_id":50627696230673,"sku":"CIN0805843418VG","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52538493665553,"sku":"NLS9780805843415","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0805843418.jpg?v=1751139360"},{"product_id":"becoming-biliterate-book-bertha-perez-9780805846782","title":"Becoming Biliterate","description":"This book describes the development process and dynamics of change in the course of implementing a two-way bilingual immersion education program in two school communities. The focus is on the language and literacy learning of elementary-school students and on how it is influenced by parents, teachers, and policymakers. Pérez provides rich, highly detailed descriptions, both quantitative and qualitative, of the change process at the two schools involved, including student language and achievement data for five years of program implementation that were used to test the basic two-way bilingual theory, the specific school interventions, and the particular classroom instructional practices.    The contribution of Becoming Biliterate: A Study of Two-Way Bilingual Immersion Education is to provide a comprehensive description of contextual and instructional factors that might help or hinder the attainment of successful literacy and student outcomes in both languages. The study has broad theoretical, policy, and practical instructional relevance for the many other U.S. school districts with large student populations of non-native speakers of English.    This volume is highly relevant for researchers, teacher educators, and graduate students in bilingual and ESL education, language policy, linguistics, and language education, and as a text for master's- and doctoral-level classes in these areas.","brand":"WoB","offers":[{"title":"US \/ GOOD \/ SBYB","offer_id":50361384599825,"sku":"CIN0805846786G","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52124878078225,"sku":"NLS9780805846782","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":53035315495185,"sku":"NIN9780805846782","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0805846786.jpg?v=1751076551"},{"product_id":"learning-in-two-worlds-book-bertha-perez-9780801330773","title":"Learning in Two Worlds","description":"Learning in Two Worlds addresses how teachers can organize the curriculum and the learning environment to facilitate growth in literacy in both Spanish and English.   The content and organization of this text reflects the authors' belief that integration of the children's language and cultural knowledge becomes the key principle for literacy instruction and for organizing literacy environments. The authors' use an integrated biliteracy approach for the development of literacy skills around children's interests, strengths, and needs.","brand":"WoB","offers":[{"title":"US \/ GOOD \/ SBYB","offer_id":50366423269649,"sku":"CIN0801330777G","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0801330777.jpg?v=1751362575"},{"product_id":"sociocultural-contexts-of-language-and-literacy-book-bertha-perez-9780805822571","title":"Sociocultural Contexts of Language and Literacy","description":"Sociocultural Contexts of Language and Literacy engages prospective and in-service teachers in acquiring knowledge and understanding of linguistically and culturally diverse students, their experiences, and their sociocultural backgrounds--and in using this knowledge to enrich literacy learning in classrooms and communities. The text is grounded in a sociocultural perspective and a constructivist approach, which are used to provide a framework for making school literacy accessible to diverse students.     Part I: \"Theoretical Perspectives on Language and Literacy\" provides a foundation for understanding first- and second-language literacy development or literacy in bilingual settings, including discussion of new perspectives on literacy, the role of text and context, and, above all, the role of sociocultural experience in creating meaning. Readers are challenged to investigate schools, programs, and public policies and the effects that these have on the education of linguistically and culturally diverse students.     Part II: \"Language and Literacy Acquisition in Diverse Communities,\" reviews research studies and offers information about literacy learning in six different sociocultural contexts: Native American, Puerto Rican, Chinese, Vietnamese, African American, and Mexican American. Part I and Part II together form a framework for teachers to analyze, understand, and accommodate the multiple social, intellectual, cultural, and language differences that children bring to the classroom.     Part III: \"Literacy Development in Multilingual, Multicultural Classrooms,\" focuses on instructional practices and the key roles teachers play in facilitating or thwarting literacy development; alternative collaborative practices are suggested. The reader is guided to evaluate literacy curriculum frameworks within the specific cultural and linguistic knowledge presented in Part II. Processes for adapting and developing literacy curricula for multicultural and multilingual contexts are recommended. A sociocultural constructivist framework for developing literacy curricula that focuses on collaborative theme-based inquiry within a community setting is illustrated. Assessment processes are examined for their cultural and linguistic appropriateness.     Activities and Suggested Readings at the end of each chapter encourage readers to \"make meaning,\" observe, reflect, and construct application processes based on new understandings gained from this text.     The focus in this book on English literacy development does not imply advocacy for \"English only\" or even English as a second language as the primary mode of instruction. Rather, the position taken is that learners need to develop literacy in their native language, and that the concepts and skills thus learned create a foundation of strength for developing English-language literacy.","brand":"WoB","offers":[{"title":"US \/ GOOD \/ SBYB","offer_id":50367952421137,"sku":"CIN0805822577G","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0805822577.jpg?v=1751395316"},{"product_id":"becoming-biliterate-book-bertha-perez-9781138987746","title":"Becoming Biliterate","description":"This book describes the development process and dynamics of change in the course of implementing a two-way bilingual immersion education program in two school communities. The focus is on the language and literacy learning of elementary-school students and on how it is influenced by parents, teachers, and policymakers. Pérez provides rich, highly detailed descriptions, both quantitative and qualitative, of the change process at the two schools involved, including student language and achievement data for five years of program implementation that were used to test the basic two-way bilingual theory, the specific school interventions, and the particular classroom instructional practices.    The contribution of Becoming Biliterate: A Study of Two-Way Bilingual Immersion Education is to provide a comprehensive description of contextual and instructional factors that might help or hinder the attainment of successful literacy and student outcomes in both languages. The study has broad theoretical, policy, and practical instructional relevance for the many other U.S. school districts with large student populations of non-native speakers of English.    This volume is highly relevant for researchers, teacher educators, and graduate students in bilingual and ESL education, language policy, linguistics, and language education, and as a text for master's- and doctoral-level classes in these areas.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52616335491345,"sku":"NLS9781138987746","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781138987746.jpg?v=1761526918"}],"url":"https:\/\/www.worldofbooks.com\/en-gb\/collections\/author-books-by-bertha-perez.oembed","provider":"World of Books ","version":"1.0","type":"link"}