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Terrence G. Wiley, Literacy and language diversity in the United States

Published online by Cambridge University Press:  17 October 2007

Jeffrey Reaser
Jeffrey Reaser
Affiliation:
English, North Carolina State University, Raleigh, NC 27695 USA, jlreaser@ncsu.edu
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Extract

Terrence G. Wiley, Literacy and language diversity in the United States. 2nd ed. Washington, DC: Center for Applied Linguistics, 2005. Pp. x, 267. Pb $19.95.

Literacy and language diversity in the United States (henceforth, Literacy) combines perspectives from diverse linguistic disciplines, primarily studies of English as a second/foreign language (EFL) and English dialectology. Literacy investigates challenges faced by “language minorities” (people who speak as a first or only language a language other than English, and those who speak vernacular English dialects) in schools and communities, and the pedagogical and societal implications of these challenges. The primary focus is summarized in the introductory chapter: Literacy “explores the major issues that scholars and educators face concerning fair and effective educational policies and practices for language minority learners” (p. 4). Chap. 1 surveys several of these issues, including defining and measuring literacy; ideological beliefs about and attitudes toward literacy; and the political, social, and educational implications of such ideologies.

Type
BOOK REVIEWS
Information
Language in Society , Volume 36 , Issue 5 , November 2007 , pp. 781 - 785
Copyright
© 2007 Cambridge University Press

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References

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