Handbook of Research on Socio-Cultural and Linguistic Perspectives on Language and Literacy Development (The Advances in Linguistics and Communication Studies)

The teacher's role is to create opportunities that intrinsically motivate children to externalize their thoughts. Human beings have multiple means of expression: this is powerful when children have the opportunity to have a real voice. The realities of children's experiences in their local communities are powerful resources for the language curriculum and help to create an understanding of the value the languages and cultures of children and teachers bring from a multicultural perspective. Thus, teachers can help children develop their cultural and linguistic identities to promote multiculturalism, multilingualism, and translingualism so they can thrive in a complex and changing world.

The Handbook of Research on Socio-Cultural and Linguistic Perspectives on Language and Literacy Development approaches language and literacy development from a socio-cultural and linguistic perspective. This book offers global perspectives on language and literacy from international experts working with both children and educators. It offers readers a diversity of voices and experiences of professionals in the field that can inform their teaching and research. Covering topics such as critical literacy, emotional engagement, and multilingual resources, this major reference work is an indispensable resource for administrators and educators of both K-12 and higher education, pre-service teachers, teacher educators, biblio-therapists, librarians, researchers, and academicians.

Angela K. Salmon is Associate Professor in Early Childhood Education at Florida International University, founder leader of the Visible Thinking South Florida initiative in Miami, United States of America (USA). She is Habits of Mind Certified. Angela has a well-earned reputation for building learning communities of practice and empowering teachers to gain ownership in their teaching. Her research interest on the interplay between cognition, language and literacy development led to focus on language and literacy development, storytelling, play and music, habits of mind, executive functions, metacognition, teacher’s discourse in the classroom and learning communities of practice. Her research draws from coaching teachers in the implementation of cutting-edge research-based ideas in the classroom. Her current research is on collective stories for influence. From her long-standing partnership with Harvard Project Zero and the Institute Habits of Mind she has developed numerous research initiatives, national and international lectures, and refereed publications. Dr. Salmon draws from progressive ideas that lead to authentic and meaningful learning with emphasis in global learning. She has contributed with keynote presentations, and consulting through the USA, Canada, South American Countries, England, Greece, Spain, New Zealand, and Australia. She served as a faculty member at Project Zero institute for 18 years. The Independent Schools of Victoria in Melbourne Australia invited her as “Thinker in Residence.” She chaired seven editions of the International Visible Thinking Conference and the 18th edition of the International Conference on Thinking (ICOT18). She holds a BS in School Psychology by Catholic University in Ecuador, a Master’s and Doctoral Degree in Education at University of Cincinnati, in Ohio, USA. Angela holds practical experience as a former kindergarten teacher; founder of a Reggio Emilia inspired preschool in Miami and two preschools in her home country Ecuador.

Amparo Clavijo-Olarte is Full Professor in the department of Applied Linguistics to TEFL at Universidad Dr. Amparo Clavijo-Olarte is Full Professor in the department of Applied Linguistics to TEFL at Universidad Distrital Francisco José de Caldas in Bogotá. Colombia. She is the founder of the research group Lectoescrinautas devoted to doing research with public school teachers in the different School Districts of Bogotá to expand the literacy practices inside the classrooms with the rich cultural and linguistic resources present in local communities. Her research interests focus on urban literacies, cultures, and pedagogies for language education. Dr. Clavijo was former editor of the Colombian Applied Linguistics Journal and director of the M.A. in Applied Linguistics at Universidad Distrital Francisco José de Caldas. She has published books with and for teachers in Spanish in Colombia, and book chapters and articles in English in the USA and Australia. She has been invited as visiting professor at the University of Arizona, Universidad de Santiago de Chile, Universidad Nacional de Costa Rica, Pontificia Universidade Catolica São Paulo, and Universidad Autónoma de Baja California. She was a Fulbright guest researcher at University of New Hampshire 2016-2017. Dr. Clavijo has presented in international conferences of the International Research Association, The American Education Research Association and in local and national conferences. She is currently participating in a research project on Global change, local action: an ethnography of literacies for active citizenship with colleagues from Australia, Brasil,