This list comes from Professor Kerry Enright's EDU 244 class taught Spring 08 for graduate students in the School of Education at UC Davis. Annotations will soon be added about each of these references. This course will again be offered in Spring 09.

Alvermann, D. E., & Reinking, D. (2005). Contemporary qualitative research methodologies and issues in literacy education. Reading Research Quarterly, 40(1), 90-110.

Au, K. H. (1998). Social constructivism and the school literacy learning of students of diverse backgrounds. Journal of Literacy Research, 30(2), 297-319.

Ball, A. F. (1999). Evaluating the writing of culturally and linguistically diverse students: The case of the African American Vernacular English Speaker. In C. R. Cooper & L. Odell (Eds.), Evaluating Writing: The Role of Teachers' Knowledge about Text, Learning, and Culture (pp. 225-248). Urbana, IL: National Council of Teachers of English.

Baquedano-López, P., Solís, J. & Kattan, S. ( 2005). Adaptation: The language of classroom learning. Linguistics and Education, 16(1), 1-26.

Bartholomae, D. (1988). Inventing the University. In E. R. Kintgen, B. M. Kroll & M. Rose (Eds.), Perspectives on Literacy (pp. 273-285). Carbondale and Edwardsville: Southern Illinois University Press.
Bartolomé, L. I. (1998). The Misteaching of Academic Discourses. Boulder, CO: Westview Press.

Biber, D., Conrad, S., Reppen, R., Byrd, P., & Helt, M. (2002). Speaking and writing in the university: A multidimensional comparison. TESOL Quarterly, 36(1), 9-48.

Bruce, B. (1994). The discourses of inquiry: Pedagogical challenges and responses. In D. Keller-Cohen (Ed.), Literacy: Interdisciplinary Conversations (pp. 289-316). Cresskill, NJ: Hampton Press.

Bunch, G. C. (2006). “Academic English” in the 7th grade: Broadening the lens, expanding access. Journal of English for Academic Purposes, 5(4), 284-301

Cazden, C. (2001). Classroom Discourse: The Language of Teaching and Learning (Second ed.). Westport, CT: Heinemann.

Cohen, J. (2007). A case study of a high school English-language learner and his reading. Journal of Adolescent and Adult Literacy, 51(2), 164-175.

Colombi, C., & Schleppegrell, M. (2002). Theory and practice in the development of advanced literacy. In M. Schleppegrell & C. Colombi (Eds.), Developing Advanced Literacy in First and Second Language: Meaning with Power (pp. 1-19). Mahwah, NJ: Lawrence Erlbaum.

Cummins, J. (1984). Wanted: A theoretical framework for relating language proficiency to academic achievement among bilingual students. In C. Rivera (Ed.), Language proficiency and academic achievement (pp. 2-19). Clevedon, England: Multilingual Matters.

Duff, P. A. (2002). The discursive co-construction of knowledge, identity, and difference: An ethnography of communication in the high school mainstream. Applied Linguistics, 23(3), 289-322.

Dyson, A. H. (2002). The drinking god factor: A writing development remix for “all” children. Written Communication, 19(4), 545-577.

Dyson, A. H. (2008). Staying in the "curricular" lines: Practice constraints and possibilities in childhood writing. Written Communication, 25(1), 119-159.

Dyson, A. H., & Genishi, C. (2005). On the Case: Approaches to Language and Literacy Research. New York: Teachers College Press.

Edelsky, C., Smith, K., & Wolfe, P. (2002). A discourse on academic discourse. Linguistics and Education, 13(1), 1-38.

Fillmore, L. W., & Snow, C. E. (2000). What teachers need to know about language. Special report from ERIC Clearinghouse on Languages and Linguistics [Online]. .

Florio-Ruane, S., & McVee, M. (2000). Ethnographic approaches to literacy research. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson & R. Barr (Eds.), Handbook of Reading Research (Vol. III, pp. 153-162). Mahwah, NJ: Lawrence Erlbaum, Associates.

Flower, L. (1990). Negotiating academic discourse: Center for the Study of Writing, Carnegie Mellon.

Gallego, M. A., & Hollingsworth, S. (2000). Introduction: the idea of multiple literacies. In M. A.

Gallego & S. Hollingsworth (Eds.), What Counts as Literacy: Challenging the School Standard (pp. 1-26). New York: Teachers College Press.

Gebhard, M. (2004). Fast Capitalism, School Reform, and Second Language Literacy Practices. The Modern Language Journal, 88(2), 245–265.

Gee, J. P. (2001). Reading as situated language: A sociocognitive perspective. Journal of Adolescent and Adult Literacy, 44(8), 714-725.

Gee, J. P. (2002, September 12, 2002). Decontextualized language: A problem, not a solution. Paper presented at the Ontological, Epistemological, Linguistic and Pedagogical Considerations of Language and Science Literacy: Empowering Research and Informing Instruction, University of Victoria.

Gee, J. P. (2003). Opportunity to learn: A language-based perspective on assessment. Assessment in Education, 10(1), 27-46.

Gibbons, P. (2006). Bridging Discourses in the ESL Classroom. New York: Continuum.

Godina, H. (2004). Contradictory Literacy Practices of Mexican-Background Students: An Ethnography From the Rural Midwest. Bilingual Research Journal, 28(2), 153-180.

Harklau, L. (2002). ESL versus mainstream classes: Contrasting L2 learning environments. In V. Zamel & R. Spack (Eds.), Enriching ESOL Pedagogy: Readings and Activities for Engagement, Reflection, and Inquiry. Mahwah, NJ: Lawrence Erlbaum Associates.

Hawkins, M. R. (2004). Researching English language and literacy development in schools. Educational Researcher, 33(3), 14-25.

Heath, S. B. (1986). What no bedtime story means: narratvie skills at home and school. In B. B. Schieffelin & E. Ochs (Eds.), Language Socialization Across Cultures (Vol. 3, pp. 97-124). New York: Cambridge University Press.

Heath, S. B. (1998). Working through language. In S. Hoyle & C. Adger (Eds.), Kids Talk: Strategic Language Use in Later Childhood (pp. 217-240). Oxford: Oxford University Press.

Jones, R., & Thornborrow, J. (2004). Floors, talk and the organization of classroom activities. Language in Society, 33, 399–423.

Mellard, D., Patterson, M. B., & Prewett, S. (2007). Reading practices among adult education participants. Reading Research Quarterly, 42(2), 188-213.

Newman, M. (2006). Definitions of Literacy and Their Consequences. In H. Luria, D. M. Seymour & T. Smoke (Eds.), Language and Linguistics in Context: Readings and Applications for Teachers (pp. 243-256). Mahwah, NJ: Lawrence Erlbaum Associates.

Pescatore, C. (2007). Current events as empowering literacy: For English and social studies teachers. Journal of Adolescent and Adult Literacy, 51(4), 326-339.

Scarcella, R. (2003). Academic English: A Conceptual Framework (No. Technical Report 2003-1): The University of California Linguistic Minority Research Institute.

Schleppegrell, M. (2001). Linguistic features of the language of schooling. Linguistics and Education, 12(4), 431-459.

Smitherman, G. (2000). Talkin that Talk: Language, Culture and Education in African America. New York: Routledge.

Street, B. (2004). Futures of the ethnography of literacy? Language and Education, 18(4), 326-330.

Valdes, G. (2004). The Teaching of Academic Language to Minority Second Language Learners. In A. F. Ball & S. W. Freedman (Eds.), Bakhtinian Perspectives on Language, Literacy, and Learning (pp. 66-98). New York: Cambridge University Press.

Valdés, G., Bunch, G., Snow, C., Lee, C., & Matos, L. (2005). Enhancing the development of students' language(s). In L. Darling-Hammond & J. Bransford (Eds.), Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do (pp. 126-168). San Francisco: Jossey-Bass.

Valdés, G., & Sanders, P. A. (1999). Latino ESL students and the development of writing abilities. In C. R. Cooper & L. Odell (Eds.), Evaluating Writing: The Role of Teachers' Knowledge about Text, Learning, and Culture (pp. 249-278). Urbana, IL: National Council of Teachers of English.

Van Sluys, K., Lewison, M., & Flint, A. S. (2006). Researching critical literacy: A critical study of analysis of classroom discourse. Journal of Literacy Research, 38(2), 197-233.

Villalva, K. E. (2006). Hidden literacies and inquiry approaches of bilingual high school writers. Written Communication, 23(1), 91-129.

Walsh, S. (2006). Investigating Classroom Discourse. New York: Routledge.
Wilkinson, L. C., & Silliman, E. R. (2000). Classroom language and literacy learning. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson & R. Barr (Eds.), Handbook of Reading Research (Vol. III, pp. 337360). Mahwah, NJ: Lawrence Erlbaum, Associates.

Zentella, A. C. (2005). Premises, promises, and pitfalls of language socialization research in Latino families and communities. In A. C. Zentella (Ed.), Building on Strength: Language and Literacy in Latino Families and Communities (pp. 13-30). New York: Teachers College Press.