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Critical literacy can be used to encourage children to use language to explore and question the world around them, and to engage with language to tease out power relationships and analyse popular culture and the media. Aimed at teachers of middle years and of literacy courses, the book encourages the practical application of critical literacy theories within daily school life. Each chapter focuses on a different aspect of critical literacy. Topics include the need for critical literacy; the use of life experiences, culture, and literature to critically engage students; the teaching of multiple viewpoints; and sociopolitical issues. Adapted from publisher's description.

The development of literacy from infancy through to Grade 8 is comprehensively outlined in this text. The role of spoken language and cultural influences on literacy is emphasised, and support is provided for teachers in linguistically and culturally diverse contexts. Organised developmentally, the text outlines the signs of emerging literacy behaviours, and provides instruction for enhancing these behaviours. The provision of explicit tools and strategies for teaching positions teachers as reflective decision makers who can mediate literacy development through their interaction with learners. Adapted from publisher's description.

There is increased interest in literature that falls outside the Western literary tradition, as such texts can help students gain a greater understanding of the underpinnings of our multicultural society. In this volume, ten texts, including the Epic of Gilgamesh and The Tale of Genji, are discussed and analysed in terms of cultural and historical context, plot and character, and the impact and enduring influence of the work. Additional reading suggestions for each text are also provided. Adapted from publisher's description.

Although basic reading proficiency is a core skill, many teachers find it challenging to attend to the development of students’ literacy skills, particularly after the primary grades. This text, an initiative of the NAEd CTE, provides teachers with recommendations regarding the development, acquisition and teaching of language and literacy skills. Topics include ways to customise learning to address the varying needs of students; the need for teachers to acquire specialised knowledge in the teaching of reading; and how to use reading assessments wisely. Adapted from publisher's description.

Detailed guidance is provided for the teaching of reading and writing in Grades 4 to 8. Key topics include background building, vocabulary and overall language development, and the development of key thinking skills, all of which are integral to basic and higher-level literacy. The text also includes lesson plans with suggestions for assessment, and provides in-depth guidance on supporting second language learners and struggling students. Adapted from publisher's description.

Teachers’ understanding of work with culturally and linguistically diverse students is addressed in this text. Literature in this field has typically addressed the needs of students from different backgrounds separately; this text emphasises instead the common education needs of students from all backgrounds. It focuses not only on how teaching methods need to change, but on how faculties and curricula can be improved to work effectively with students from diverse backgrounds. Routledge published the book for the AACTE, a national, voluntary association of higher education institutions and related organisations in the USA. Adapted from publisher's description.