Language and Literacy: Content and Teaching Strategies, Canadian Edition, 7th edition

Gail E. Tompkins California State University, Fresno, Late Professor Emerita
Robin M. Bright University of Lethbridge
Pamela J.T. Winsor University of Lethbridge

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Language Arts: Content and Teaching Strategies provides a useful resource to teachers as they face the complexities of literacy instruction in today’s classrooms. Both pre-service and in-service teachers will find this text a valuable addition to their professional libraries.

For pre-service teachers who will work with students in kindergarten through grade 8 classrooms, this text offers a consistent model of instruction that will help them become knowledgeable about language learning and guide the many instructional decisions they will make. For experienced in-service teachers, this text provides a rich array of strategies and ideas that they can adapt to suit their personal instructional styles.

Hallmark features of this title

Step by Step makes clear the sequential steps in employing each of the many instructional strategies described throughout the text.
Minilessons show readers the procedures, concepts, strategies, and skills encompassed in topics critical to comprehensive language arts instruction.
Teacher’s Notebook offers readers essential background and examples of classroom applications of concepts salient to research-based instruction.
Differentiating to Meet the Needs of Every Student guides readers to understand how classroom instruction can be varied to meet the instructional needs of diverse learners.

New and updated features of this title

More information on integrating communication technology into language and literacy classroom programs has been incorporated throughout the book. Specifically, attention is paid to the important relationship between the foundational literacies we have always taught in schools (reading, writing, listening, speaking, viewing, and visually representing) and the new literacies (navigating websites, using multimedia for communication, synthesizing information, and critically evaluating online resources) required to take advantage of communicating online.
New literacies and critical literacy are included in Chapter 1 with reference to literacy practices, such as digital storytelling, blogging, and other online activities.
New content on viewing and visually representing strengthens the visual literacy component of the book. Teaching and learning activities relating to these specific paired skills have also been added.
New Canadian research and new culturally diverse Canadian literature

Learning and the Language Arts
Teaching the Language Arts
Emergent Literacy
Listening and Speaking in the Classroom
The Reading and Writing Processes
Reading and Writing Narrative Text
Reading and Writing Expository Text
Words, Their Meanings, and the Tools to Use Them: Grammar, Spelling, Handwriting, and Word Processing
Viewing and Visually Representing
The Language Arts and the Fine Arts
Putting It All Together

Robin M. Bright is a professor in the Faculty of Education at the University of Lethbridge. She teaches courses to undergraduate and graduate students in the areas of language and literacy, children’s and young adult literature, reading, writing, and gender. Previously, Robin taught elementary school for ten years. Robin has long been committed to teaching wherever literacy and teaching education are relevant. Unique in her approach as an educator, Robin models for preservice teachers sound pedagogy, curriculum knowledge, and collaborative research; her leadership extends beyond the classroom and the University into school communities, across the province, and the country. She received both the Excellence in Teaching Award from the Alberta Ministry of Education and the Distinguished Teaching Award from the University of Lethbridge. She also served as Board of Governor’s Teaching Chair for the University of Lethbridge.

Pamela J. T. Winsor is a professor in the Faculty of Education at the University of Lethbridge. She teaches graduate and undergraduate courses in language education with a focus on early literacy, literacy in elementary classrooms, and literacy across curriculum. She is also a supervisor and mentor of student teachers at both beginning and advanced levels of their field experiences. Pamela regularly presents at local, national, and international conferences on topics related to early literacy development and associated classroom practices. She also shares with teachers and students her enthusiasm for making global children’s literature a dynamic part of young readers’ experiences with literature.

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