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Zanger, V. V. (1994). “Not joined in”: The social context of English literacy development for Hispanic youth. In B. M. Ferdman, R. M. Weber, & A. G. Ramírez (Eds.), Literacy across languages and cultures (pp. 171-198). New York: State University of New York Press.

has been cited by the following article:

• TITLE: Bicultural Literacy Curriculum

  AUTHORS: Yer J. Thao

  KEYWORDS: Language Education; Multicultural Education; Cultural Literacy; Literacy Empowerment; Bicultural and Bilingual Education

  JOURNAL NAME: Creative Education, Vol.3 No.2, April 26, 2012

  ABSTRACT: This article examines the literacy issues in public school in the United States, and points out that current programs do not have a meaningful cultural connection to bicultural and bilingual students. The findings indicate that literacy must become part of bicultural and bilingual students’ reality in order to empower them. The pedagogical content of literacy must acknowledge bicultural and bilingual students’ culture so they can make connections to learning literacy. In order to help bicultural and bilingual students acquire the necessary academic skills to succeed on high-stakes tests that are demanded by No Child Left Behind Law, public schools need to infuse home culture literacy as part of literacy programs and practices.