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Metacognitive regulation of writing in the classroom. In: O. Milian Vol. Studies in Writing: Vol. Amsterdam: Amsterdam University Press. Google Scholar. Anderson J. Cognitive psychology and its implications. New York: Freeman. Anderson, J. The architecture of cognition. Cognitive Science Series, 5. Cambridge: Harvard University Press. Skill acquisition. Compilation of weak-method problem solutions. Psychological Review , 94 , — CrossRef Google Scholar. Bialystok, E.

A theoretical model of second language learning. Language learning , 28 , 69— Breen, M. Contemporary paradigms in syllabus design. Part 1. Language Teaching April. Part 2. Language Teaching , July.

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Breetvelt, I. Cognition and Instruction , 12 , 2 , — Camps, A. This volume.

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Milian In: G. Carrell, P. Evidence of a formal schema in second language comprehension. Language learning , 34 2 , 87— Couzijn, M. Learning to read and write argumentative text by observation. Rijlaarsdam, G. Effective teaching and learning of writing. Current trends in research. Observation of writing and reading activities. Effect on learning and transfer.

Thesis University of Amsterdam. Dordrecht: Dorfix. Learning to write by observation of writing and reading processes; Effects on learning and transfer. Learning and Instruction. Dijk, T. Kintsch Strategies of discourse comprehension.

Children and Books in the Modern World: Contemporary Perspectives on Literacy

New York: Academic Press. Elbow, P. Oxford University Press: New York.


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  • Teaching and learning to write: cognitive and social processes at work. Learning and Instruction , 9 2 , — Flower, L. The construction of negotiated meaning: a social-cognitive theory of writing. Carbondale: Southern Illinois University Press. Grice, H. Logica en gesprek [Logic and conversation]. Koning Eds. Meppel: Boom. Groot, A D. Wat neemt een leerling mee van onderwijs? Behavior, programmes, knowledge-and-skills]. What is important is "how teachers organize instruction, and their decisions to include culturally relevant curriculum, can support a commonality of understanding between students and parents" Ada, , p.

    Delpit, assert that "for many children Supporting their approaches with research helps teachers move away from the pressures to conform to a curriculum and they can work on building a community of learners Gutierrez, Soltero when referring to Vygotsky's sociocultural perspective discusses that the acquisition of knowledge and development of cognition are socially constructed. Therefore, through cooperative groupings, in the form of literature circles, children are engaged in a learning process with peers that allow them to work at a higher level of thinking with the guidance of a teacher, what Vygotsky refers to as the "zone of proximal development" ZPD Baker, , p.

    The ZPD is an important idea to consider when teaching to potential as it emphasizes the idea that sociocultural activities contribute to higher psychological functions and those who are "more capable" assist those who are "less capable" Moll, , p. It is the responsibility of the teacher to continue at school what the family started at home. A classroom practice that values this particular perspective and encourages reaching potential are literature circles. The small group interactions between students allows for higher level thinking and language development.

    Soltero agrees with the need for careful selection of materials and asserts that it is important for students and teachers to explore stereotypes, prejudices, and injustices relevant to cultures through literature that reflects a whole cultural perspective and not just one aspect of culture. Crowell presents approaches taken to determine quality literature for various cultures, with a special emphasis on the Latino community and its diversity.

    Crowell mentions that it is difficult to evaluate Latino literature because of the fact that "Spanish speakers do not share a monolithic culture," and so she makes the following recommendations when selecting literature: look for authentic images; make sure the books move beyond stereotypes; the books should honor the meaning and significance of an original story; consult someone with more knowledge of a culture to ensure its authenticity; and the books should give a voice to a culture p. Crowell continues her discussion by giving examples of quality books. According to Crowell , this is valuable because codes witching "is a distinctive characteristic of bilingual communities" and therefore this story reflects something that happens in the community p.

    Crowell presents an example of a good dual language text by selecting Gathering the Sun by Alma Flor Ada. This is a dual language Spanish-English alphabet book presented in poems "that celebrate the pride and honor of farmworker families and their way of life in the American Southwest" p. Crowell expresses that the "vibrant illustrations invite readers of all ages into the homes, hearts, and culture of the people who work in the fields," and this is therefore a book that presents authentic images to present the culture p.

    Participants

    While Crowell present many more examples of quality literature, the book Say Hola to Spanish by Susan Middleton Elya is used to highlight the importance of being aware of potential stereotypes. The story uses "lively rhythm and rhyme" and "colorful Disney-like illustrations" to introduce children to Spanish, and Crowell asserts that young children enjoy the story and point out it is helpful for teaching English p.

    However, Crowell expresses that the reviewers of the book were "mildly irritated by the stereotypical sombrero and maracas on the cover" even though the interior pictures reflect more diversity" p. According to Soltero , a child's literacy experience will be enhanced and their self-esteem will increase when they are able to see that their teacher recognizes and values culture. For this reason, "one of the most effective ways to bring authentic multicultural and diverse perspectives into the classroom is to have an extensive collection of children's literature" Soltero, , p.

    Literature allows the students to engage in meaningful discussions relevant to their lives and experiences. Soltero believes that a culturally responsive approach to learning using multicultural children's literature contributes to the development of positive relationship amongst the students in the classroom. Literature circles, or small groups of students concentrating their reading and discussion on one text, are an approach to teaching Latino children that incorporates the ZPD as students are encouraged to stretch their thinking and oral language skills through questioning and exploration of a single text.

    Crowell emphasizes that "language is the vehicle by which we tell our own and our communities stories" and that presenting Latino children with good literature they will see their culture valued in the classroom. Soltero citing Giroux states "critical pedagogy of literacy must be rooted in a framework that allows students to speak so that their voices become integral components of the curriculum" p.

    It is valuable for students to tell their stories and share their experiences with other students, and through that process they can discover what they share with each other. For example:. Rosanna connected with the Family Studies Inquiry immediatelyand talked with her family all year long about their history and traditions.

    As she shared her stories, the whole class gained a richsense of her values as a Mexican American.