Shirley Brice Heath - Curriculum Vitae

Revised Feburary 2012

SHIRLEY BRICE HEATH
Margery Bailey Professor of English and Dramatic Literature, Emerita
and Professor of Linguistics and Anthropology, Emerita
Stanford University

ACADEMIC HISTORY
Degrees
Columbia University, Ph.D. 1970; Areas of Specialization: Cultural Anthropology; Linguistics, Comparative Education, Latin American Studies
Ball State University, M.A., 1964; Areas of Specialization: Linguistics, English as a Second Language
Lynchburg College, B.A., magna cum laude, 1962; Areas of Specialization: English, Spanish, Sociology

Theses
Ph.D. Thesis, 1970 (nominated for Clarke F. Ansley publication award, Columbia University, and the Bancroft Prize in History, 1970); Language Planning in Mexico: Colony to Nation
M.A. Thesis, 1964; Language as Related to Style in William Faulkner's The Old Man

Ethnographic Fieldwork
Communities throughout the United States to which descendants of Roadville and Trackton moved after the 1981 recession
Youth organizations, selected US cities, rural zones, and mid-sized towns 1987-present
Community organizations, British regenerating cities and rural areas, 1999-2005
Youth organizations, South African townships, 1995, 1996
Piedmont region of Southeastern United States--Rural Black and Southern Appalachian mill communities, textile mills, public service institutions, and classrooms, 1970-81
Oaxaca and Federal District, Mexico--Bilingual education projects and regional indigenous centers, 1968, 1969

ACADEMIC AWARDS

Doctor of Humane Letters (Honorary), Clark University, 2011
Doctor of Humane Letters (Honorary), Goldsmiths College, University of London, 2009
Life Fellow, American Education Research Association, 2008.
Visiting Research Fellow, Centre for Aboriginal Economic Policy Research, Australian National University, Canberra, 2008, 2010
Distinguished Fellow, Institute for Advanced Studies, LaTrobe University, Melbourne, Australia, August-October, 2005
James R. Squire Award, National Council of Teachers of English, awarded, November 2003
Fellow [Cognition, Brain, and Art Research Team (joint project of Getty Museum and CASBS], Center for Advanced Study in the Behavioral Sciences, Stanford, CA 2001-2002
Distinguished Educator Award, American Education Research Association, 2002
Doctor of Humane Letters (Honorary), University of Stockholm, Sweden, 2001
Distinguished Scholarship and Service Award, American Association for Applied Linguistics, 2000.
Doctor of Humane Letters (Honorary), Carnegie Mellon University, 1999
Senior Scholar, Carnegie Foundation for the Advancement of Teaching, 1997 - 2000
Frank and Eleanor Griffiths Chair, Bread Loaf School of English, Summer 1997
Reading Hall of Fame, International Reading Association, 1995
Grawemeyer Award in Education, University of Louisville, 1995 (with Milbrey W. McLaughlin)
Oscar Causey Award for Outstanding Contribution to Reading Research, National Reading Council, 1994
George & Louise Spindler Award for Outstanding Scholarly Contributions to Educational Anthropology, Council on Anthropology and Education, American Anthropology Association, December, 1992
Residency Award, Rockefeller Foundation, International Conference and Scholar Center, Bellagio, Italy, November, 1992
Doctor of Humane Letters (Honorary), Georgetown University, 1992
Fellow, Distinguished Lecturer, Indiana University Institute for Advanced Study, 91-92
Visiting Scholar, Institute for Advanced Study, Indiana University - Fall, 1991
Fellow, Cultural Studies Center, University of Virginia, Fall, 1990
Election to the National Academy of Education - Summer, 1990
Young Rhetorician of the Year Award - 1990
Spencer Foundation Fellow, Center for Advanced Study in the Behavioral Sciences 1988 (-1989)
MacArthur Foundation Fellow, 1984 (-1989)
David H. Russell Research Award. National Council of Teachers of English, 1984
John Simon Guggenheim Fellow, 1984-85 (deferred until 1985-86)
Stanford Humanities Center Fellow 1984-85 (deferred until 1985-86)
C. V. Starr Distinguished Professor of Linguistics, Bread Loaf School of English, Middlebury College, Summer 1984
Visiting Scholar, Department of Linguistics, Monash University, Melbourne, Australia, 1980
Phi Kappa Phi Excellence in Teaching Awards, 1973, 1975
National Endowment for the Humanities Fellow, 1975
Membership in honorary fraternities: Kappa Delta Phi (Education)
Chi Beta Phi (Science), Alpha Kappa Delta (Sociology)

FUNDED RESEARCH
2005-2006 Robert Bowne Foundation Fellowship
2001-2006 Creative Partnerships, United Kingdom
1995-2000. Co-principal investigator with Guadalupe Valdes on sub-contract from National Center for Research on the Gifted and Talented. Translation, Interpretation, and Leadership among Youth
1995-1996 (December). Research Grant, General Electric Fund. Cognitive and Social Development for Youth through Arts Organizations.
1987-1998 (December). Co-principal investigator with Milbrey W. McLaughlin. Senior Research Grant, The Spencer Foundation. Language, Socialization, and Learning among Youth in Out-of School Activities.
1982 (three months). Research and Travel Grant, CNPQ (National Council for Research) Brazil. Cognitive Development across Cultures.
1978-79. Research Grant, National Institute of Education. Law and Language in Education: A History of Judicial/Legislative Decisions and Educational Policies of Language Choice, Literacy, and Standardization.
1979. (six months). Ford Foundation Travel and Study Grant. Ethnography of Communication.
1978 (two months). Ford Foundation Travel and Study Grant. Language Planning in the Anglo-Saxon Legacy.

PROFESSIONAL EXPERIENCE
Teaching Positions
2003-2010 Professor at Large, Departments of Education and Anthropology, Watson Institute for International Studies, Brown University
2001- present Margery Bailey Professor of English and Dramatic Literature and Professor of Linguistics, Stanford University, Emerita
1999 - 2001 Margery Bailey Professor of English and Dramatic Literature, Stanford University
1986 - 2001 Professor, Departments of English and Linguistics, and, by courtesy of Anthropology and of Education, Stanford University
1985 - 1986 Professor, School of Education, Stanford University
1980 - 1985 Associate Professor, School of Education, Stanford University
1982 - 1983 Stanford in Berlin
1977 - 1980 Assoc. Professor (Anthropology, Linguistics), Graduate School of Education, University of Pennsylvania
1969 - 1976 Assistant Professor, Department of Sociology, Winthrop College
1969 - 1970 Research Associate, Institute of International Studies, Teachers College, Columbia University
1968 - Coordinator, MAT Program, Vassar College
1964 - 1965 Instructor (English, Linguistics), Dutchess Community College, Poughkeepsie, NY
1963 - 1964 Instructor (English), Ball State University, Muncie, Indiana

Visiting Professorships (since 1980)

Summer 2012 Center for Multicultural Education, University of Washington, Seattle, WA
Academic years 2004-2009 Kings College, University of London
Winter 2000, Spring 2004, University of Stockholm, Sweden
Fall 1996, Summer 2004, University of Colorado, Boulder
Winter 1994, Applied English Language Studies, University of Witwatersrand, Johannesburg, South Africa
Summer 1989, TESOL Summer Institute, San Francisco State University
Summer 1985, LSA Linguistic Institute, Georgetown University, Washington,D.C.
Summers, 1982-1984, 1986, 1988, 1990, 1996, 1997, 2001 Bread Loaf School of English, Middlebury, Vermont
Summer 1981 Department of Linguistics, Sixth Inter-American Linguistic Institute, Cornell University
January 1980 Department of Linguistics, Osmania University, Hyderabad, India, Lecturer, American Studies Research Centre, Hyderabad, India

Editorial and Advisory Boards
2007 - present Member, Editorial Board, Reading Research Quarterly
2005 - present Member, Editorial Advisory Board, Pedagogies: An international journal
2004 - present Member, Board of Advisors, Sciences of Learning Life Sciences Center, Stanford University
2004 - present Member, Panel of Advisors, Life Diversity Consensus Center, University of Washington
2000 - present Editorial Board Literacy [formerly Reading, Literacy, and Language, journal of United Kingdom Literacy Association]
1998 - 2003 Editorial Board, Ethnos, Journal of Anthropology
1996 - 1997 Board of Directors, Public Education Fund
1996 - 2003 Editorial Board, Human Development
1996 - 1998 Advisory Board, Stanford Language Center
1995 - present Editorial Board, Applied Developmental Science
1995 - present Editorial Board, The Communication Review
1993 - 1997 Advisory Board, English, Pacesetter, College Board
1993 - 1997 Advisory Board, English and Language Arts, New Standards
1993 - 1997 Advisory Board, NCTE/IRA English/Language Arts Standards
1992 - present Consulting Editor, Monographs of the Society for Research in Child Development
1990 - present Editorial Board, Journal of Narrative and Life History
1989 - present Advisory Board, International Society for Sociocultural Studies
1988 - 1995 Advisory Board, Kansas Early Childhood Research Institute on Transitions
1986 - 1992 Editorial Board, Discourse Processes
1988 - 1992 Editorial Board, Journal of Learning
1986 - 1994 Editorial Board, Linguistics and Education
1986 - 1994 Editorial Board, Language and Education
1985 - 1988 Board of Trustees, (Executive Council) Center for Applied Linguistics (CAL)
1983 - 1993 Editorial Board, Written Communication
1983 - 1997 Editorial Board, Research in the Teaching of English
1977 - 1987 Editorial Board, Language in Society

PUBLICATIONS

Books

2012. Words at work and play: Three decades in family and community life. Cambridge, UK: Cambridge University Press. Pp. 221.
2008. (with Brian Street & Molly Mills). On Ethnography: Approaches to language and literacy research. NCRLL volume. New York: Teachers College Press. Pp. 250.
2008. (co-edited with James Flood and Diane Lapp). Volume 2. New York: Lawrence Handbook for Literacy Educators: Research in the Visual and Communicative Arts.Erlbaum. Pp. 597.
1997. (co-edited with James Flood and Diane Lapp). Handbook for Literacy Educators: Research in the Visual and Communicative Arts. New York: Macmillan Co., Pp. 906
1993. (Ed. with Milbrey W. McLaughlin). Identity and Inner-city Youth: Beyond ethnicity and gender. New York: Teachers College Press. Pp.250.
1992. (with Shelby A. Wolf). The Braid of Literature: Children's worlds of reading. Cambridge, MA: Harvard University Press. Pp.250.
1983/1996. Ways with Words: Language, life, and work in communities and classrooms. New York and Cambridge: Cambridge University Press. Pp.421. [Reprinted in 13th printing, 2006, Pp. 426.]
1981. (Ed. with Charles A. Ferguson). Language in the USA. New York: Cambridge University Press. Pp.592.
1972. Telling Tongues: Language policy in Mexico, colony to nation. Institute of International Studies, Columbia University. New York: Teachers College Press. Pp.300.
1972. La Política del Lenguaje en México: de la Colonia a la Nacion. Coleccion de Antropologia Social. Mexico: Instituto Nacional Indigenista. (Spanish translation of above). Pp.317.

Articles, chapters in books, and forewords (*indicates available in pdf)

Forthcoming. Informal learning. To appear in Encyclopedia of diversity in education. James Banks, ed. New York: Sage Publications.
Forthcoming. (with Jennifer Lynn Wolf). Brain and behavior: The coherence of teenage response to YA literature. To appear in Contemporary adolescent literature and culture: The emergent adult. Mary Hilton and M. Nikolajeva, eds. Farnham, Surrey: Ashgate.
Forthcoming. (with Daniel Sobol). When literacy brings too many risks: A successful lesson in failure. To appear in Literacy and numeracy in Latin America: Local perspectives and beyond. Judith Kalman and Brian Street, eds. London: Routledge.
2012. Seeing our way into learning science in informal environments. In Research on schools, neighborhoods, and communities: Toward civic responsibility. W. F. Tate, ED. Published for the American Educational Research Association. New York: Rowman & Littlefield Publishers. Pp. 249-267.
2011. Language socialization in art and science. In The handbook of language socialization. A. Duranti, E. Ochs, & B. Schieffelin, eds. London: Blackwell Publishers. Pp. 425-442.
2011. (with Diane Lapp and Judith Langer). Changing Literacies for Changing Times: A History of Research Experiences and Possibilities from the Reading Hall of Fame. Yetta Goodman & James Hoffman, eds. New York: Routledge (in collaboration with the International Reading Association).
2011. Narratives and metaphors of the middle. Genre 44.3:193-300.
2011. New love, long love: Keeping social justice and ethnography of education in mind. Anthropology and Education Quarterly 41.4: 397-403.
2011. Foreword. In Literacy myths, legacies, & lessons: New studies on literacy. Harvey Graff. New Brunswick, NJ: Transaction Press. Pp. ix-xii.
2011. Afterword. In Bedtime stories and book reports: Connecting parent involvement and family literacy. Eds. Catherine Compton-Lilly and Stuart Greene. New York: Teachers College Press. Pp. 145-151.
2011. The Book as Home? It all depends. In Handbook of research on children’s and young adult literature. Shelby A. Wolf, Karen Coats, Patricia Enciso, & Christine Jenkins, eds. New York: Routledge. Pp. 32-47.
*2010. Family literacy or community learning? Some critical questions on perspective. In Bringing literacy home. Eds. Kailonnie Dunsmore & Douglas Fisher. Newark, DE: International Reading Association. Pp. 15-41.
2009. The deeper game: Intuition, imagination and embodiment. In Acts of reading: Teachers, text and childhood. Eds. Morag Styles & Evelyn Arizpe. Stoke on Trent: Trentham Books. Pp. 43-58.
2008. Foreword. In Content-area conversations: How to plan discussion-based lessons for diverse language learners. Eds. Douglas Fisher, Nancy Frey, & Carol Rothenberg. Alexandria, VA: Association for Supervision and Curriculum Development.
2008. Foreword. Children and multilingualism: Indigenous language use at home and school. Eds. Jane Simpson & Gillian Wigglesworth. London, Continuum International. Pp. ix-xiii.
*2008. (with R. Wollach). Vision for Learning: History, theory, and affirmation. In Eds. James Flood, Shirley Brice Heath, & Diane Lapp. Handbook for Literacy Educators: Research in the Visual and Communicative Arts. Vol. 2. N.Y.: Lawrence Erlbaum. Pp. 3-12.
*2008. Language Socialization in the Learning Communities of Adolescents. In Language Socialization, Vol. 8, Encyclopedia of Language and Education. 2nd. Ed. Eds. Patricia Duff & Nancy Hornberger. New York: Springer. Pp. 217-230.
*2006. (with Evelyn Arizpe and Morag Styles) Child’s Play for Private and Public Life. In Reading Lessons from the Eighteenth Century: Mothers, children, and texts. Shenstone, Lichfield, Staffordshire: Pied Piper Press. Pp. 179-207.
2006. Dynamics of Completion: Gaps, blanks, and improvisation. In The Artful Mind. Ed. Mark Turner. Oxford University Press. Pp. 133-152.
2005. Foreword. Multicultural Strategies for Education and Social Change. Arnetha F. Ball. New York: Teachers College Press. Pp. xvii-xxiii.
2005. Learning more than you Know in Youth Drama. Youth Drama Ireland.
2005. (with Shelby Wolf). Focus in Creative Learning: Drawing on Art for Language Development. Literacy [formerly Reading, Literacy, and Language, journal of United Kingdom Literacy Association]. Pp.38-45.
2005. Strategic thinking, learning environments, and real roles. Human Development. 48:350-355.
2004. Learning language and strategic thinking through the arts. Reading Research Quarterly. 39/3:8-12.
2004. (with Claire Kramsch). Individuals, institutions, and the uses of literacy. Special Feature: Claire Kramsch and Shirley Brice Heath in conversation. Journal of Applied Linguistics, 1.1:75-94.
2004 (with Elke Boehncke). Platforms for Youth Responsibility: Ways of studying learning between the lines. En vänbok till Birgitta Qvarsell. Pedagogik som vetenskap. Eds. Agnieskzka Bron & Anders Gustavsson. Stockholm: Stockholm University. Pp. 190-213.
2004. (with Ken Robinson). Making a Way: Youth arts and learning in International Perspective. In Putting the Arts in the Picture: Reframing education in the 21st Century. Eds. Nick Rabkin & Robin Redmond. Chicago: Center for Arts Policy, Columbia College. Pp. 107-126.
2004. Risks, Rules, and Roles: Youth Perspectives on the work of learning for Community Development. In Joining Society: Social interaction and learning in adolescence and youth. Eds. A.N. Perret-Clermont, C. Pontecorvo, L. B. Resnick, T. Zittoun, & B. Burge. New York: Cambridge University Press. Pp. 41-70.
2003. (with Ehud Krauss). To Be a Better Teacher. Animated . (National Foundation for Dance, England)
2002. Working with Community. In Strategic Tools for Social Entrepreneurs. Greg Dees, Judd Emerson, & Peter Economy. New York: John Wiley. Pp. 204-243.
2002. Foreword. School’s Out! Literacy and learning outside of school. Eds. Glynda Hull & Kathy Schultz. New York: Teachers College Press.
2001. Three’s not a crowd: Plans, roles, and focus in the arts. Educational Researcher 30.3:1-7.
2000. (with Linda Flower). Drawing on the Local: Collaboration and community expertise. Language and Learning across the Disciplines (4.3:42-53).
*2000. Making Learning Work. After School Matters 1.1:33-45.
2000. “Island by island we must go across”: Challenges from language and culture among African Americans. In African-centered Schooling: From theory to practice. Eds. Diane Pollard and Cheryl Ajirotutu Westwood, CN: Greenwood Press. Pp. 163-186.
2000. Risk, Rules, and Roles: Youth perspectives on the work of learning for community development. Zeitschrift fur Erziehungswissenschaft. 1.00:67-80. [Reprinted in Perret-Clermont, et al 2004].
2000.   Seeing our Way into Learning. Cambridge Journal of Education 30.1:121-132.
2000. Linguistics in the Study of Language in Education. Harvard Educational Review 70.1:49-59.
2000. Essay Review of Everyday Courage: The lives and stories of urban teenagers, by Niobe Way. Human Development 42.6:376-382.
1999. Foreword. From Classroom to Boardroom. A. Beaufort. New York: Teachers College Press. Pp. v-viii.
1999. Discipline and Disciplines in Education Research: Elusive goals? In Issues in Education Research: Problems and Possibilities. Eds. Ellen C. Lagemann & Lee S. Shulman. San Francisco, CA: Jossey Bass
Publishers. Pp. 203-223.
*1999. (with Adelma A. Roach). Imaginative Actuality: Learning in the arts during the nonschool hours. In Champions of Change. The Arts Education Partnership and The President’s Committee on the Arts and the Humanities. Pp. 19-34.
1999. Dimensions of Language Development. In Cultural Processes of Child Development (Vol. 29). Ed. Ann S. Masten. Hillsdale, NJ: Lawrence Erlbaum Publishers. Pp. 59-75.
1999. (With Adelma A. Roach, et al.) Leadership Giftedness: Models Revisited. Gifted Child Quarterly 43.1:13-24.
1999. Literacy and Social practice. In Literacy: An International Handbook. Daniel A. Wagner, Richard L. Venezky, & Brian V. Street, eds. Boulder, CO: Westview Press. Pp. 102-106.
1999. (with Jennifer Massen). When Resolution Comes in Stages: How Drama Makes Good Use of Conflict. In B. J. Wagner ed., Building Moral Communities through Educational Drama. Stamford, CT: Ablex. Pp. 91-112.
*1998. Working through Language. In Kids Talk: Strategic language use in later childhood. Ed. Susan Hoyle and Carolyn T. Adger. New York: Oxford University Press. Pp. 217-240.
*1998. (With Elisabeth Soep). Youth Development and the Arts in Nonschool Hours. Grantmakers in the Arts 9.1:9-16, 32).
*1998. (with Elisabeth Soep & Adelma Roach). Living the Arts through Language+learning. Americans for the Arts: Monograph. (November) 2.7:1-18.
1998. (With Shelby A. Wolf). Wondrous Words: Young children’s rewriting of prose and poetry. In The New Advocate 11.4:291-310.
*1997. The Essay in English: Readers and writers in dialogue. In Dialogue and Critical Discourse: Language, Culture, Critical Theory. Ed. Michael Macovski. New York: Oxford University Press. Pp. 195-214.
*1997. Culture: Contested realm in research on children and youth. Applied Developmental Science 1.3:113-123.
*1997. Child’s Play or Finding the Ephemera of Home. In Opening the Nursery Door: Reading, writing and childhood 1600-1900. Eds. Mary Hilton, Morag Styles, & Victor Watson. London: Routledge Press. Pp. 17-31.
1996. Work, Class, and Categories: Dilemmas of Identity. In Composition in the 21st Century: Crisis and Change. Eds. Don Daikur, Ed White, & Lynn Z. Bloom. Carbondale, IL: Southern Illinois Press. Pp. 226-242.
1996. Re-creating Literature in the ESL Classroom. TESOL Quarterly 30.4:776-779.
1996. Ruling Places: Adaptation in development by inner-city youth. In Ethnographic Approaches to the Study of Human Development. Eds. Richard Shweder, Richard Jessor, and Anne Colby. Chicago, IL: Chicago University Press. Pp. 225-251.
1996. Re-creating Literature in the ESL Classroom. TESOL Quarterly 30.4:776-779.
1996. Good Science or Good Art? Or Both? In Challenging Ways of Knowing: In English Mathematics and Science. Eds. Dave Baker, John Clay, & Carol Fox. London: Falmer Press. Pp. 13-18.
1996. Talking Work: Language among teens. In SALSA #4. Eds. A. Chu, A-M. P. Guerra, C. Tetreault. Texas: UTAustin. Pp. 27-45.
1995. (with Steve Athanases). Ethnography in the Study of the Teaching and Learning of English. Research in the Teaching of English. 20.3:263-287.
1995. Foreword. The Labyrinths of Literacy: Reflections on literacy past and present. Harvey J. Graff. Pittsburgh, Pennsylvania: University of Pittsburgh Press. Pp. vii-xxxiii.
1995. Race, Ethnicity, and the Defiance of Categories. In Toward a Common Destiny: Educational perspectives on improving race and ethnic relations. Eds. Willis D. Hawley & Anthony Jackson. San Francisco: Jossey Bass. Pp. 39-70.
*1995. Ethnography in Communities: Learning the everyday life of America's subordinated youth. In Handbook of Research on Multicultural Education. James Banks, ed. New York: Macmillan. Pp. 114-128.
1994. The Literate and the Literary: African American writers as readers--1830-1940. Written Communication, Vol. 11, No. 4 (October 1994): 419-444.
1994. Stories as Ways of Acting Together. In The Need for Story: Cultural diversity in classroom and community. Eds. Anne Haas Dyson & Celia Genishi. Champaign, IL: National Council of Teachers of English. Pp. 206-220.
1994. (with Milbrey W. McLaughlin). The Best of Both Worlds: Connecting schools and community youth organizations for all-day, all-year learning. Educational Administration Quarterly, Vol. 30, No. 3 (August 1994): 278-300.
1994. The Project of Learning from the Inner-city Reprinted in Coordination among Schools, Families, and Communities: Prospects for educational reform. Eds. J. G. Cibulka & W. J. Kritck. Albany: State University of New York. 1996. Pp. 69-94.]Youth Perspective. Promoting Community-based Programs for Socialization and Learning. No. 63, New Directions for Child Development. Eds. Francisco A. Villarruel & Richard M. Lerner. San Francisco: Jossey-Bass Publishers. Pp. 25-34.
1994. Finding in History the Right to Estimate. College Composition and Communication.Vol. 45, No. 1 (February 1994): 97-102.
1994. Play for Identity: Where the mind is everyday for inner-city youth. In Creating Powerful Thinking in Teachers and Students: Diverse Perspectives. Eds. J. N. Manigieri & Cathy Collins Block. New York: Harcourt Brace. Pp. 215-228.
*1994. (with Juliet Langman). Shared thinking and the register of coaching. In Sociolinguistic Perspectives on Register. D. Biber and E. Finegan, eds. Oxford: Oxford University Press. Pp. 82-105.
1994. (with Milbrey W. McLaughlin). Learning for Anything Everyday. Journal of Curriculum Studies. Pp. 549-567. [Reprinted 2006 in I. Westbury & G. Milburn, eds. Rethinking Schooling. New York: Routledge. Pp. 299-319.]
1993. Rethinking the Sense of the Past: The Essay as Legacy of the Epigram. In Theory and Practice in the Teaching of Writing: Rethinking the Discipline. Lee Odell, ed. Carbondale, IL: Southern Illinois University Press. Pp. 105-131.
1993. Commentary. Guided Participation in Cultural Activity by Toddlers and Caregivers. B. Rogoff, J. Mistry, A. Goncu, and C. Mosier. Monographs of the Society for Research in Child Development. Vol.58, No.8:175-179.
1993. (with Shelby A. Wolf). The Net of Story. In The Horn Book. November/December. Pp. 705-713.
1993. Foreword. The Discovery of Competence: Teaching and learning with diverse student writers. E. Kutz, S.Q. Groden, and V. Zamel. Portsmouth, New Hampshire: Boynton/Cook Publishers, Inc. Pp. vii-ix.
*1993. The Madness(es) of Reading and Writing Ethnography. In Anthropology and Education Quarterly. 24.3: 256-268.
1993. Agnes Repplier and Writing as Trial [separately published for the Distinguished Lecturer Series]. Bloomington, Indiana: Institute for Advanced Study at Indiana University. Pp.1-19.
1993. Comments on "This Hard Rock": A readiness not to explain. In Fire in the Eyes of Youth: The humanities in American education. Randolph Jennings, ed. St. Paul: Occasional Press. Pp.117-120.
1993.   (with Arnetha Ball). Dances of Identity: Finding an ethnic self in the arts. In Identity and Inner-City Youth: Beyond ethnicity and gender. Eds. Shirley Brice Heath & Milbrey W. McLaughlin. New York: Teachers College Press. Pp.69-93.
1993.   (with Milbrey W. McLaughlin). Building Identities for Inner-City Youth. In Identity and Inner-City Youth: Beyond ethnicity and gender. Eds. Shirley Brice Heath & Milbrey W. McLaughlin. New York: Teachers College Press. Pp.1-12.
1993.   (with Milbrey W. McLaughlin). Ethnicity and Gender in Theory and Practice. In Identity and Inner-City Youth: Beyond ethnicity and gender. Eds. Shirley Brice Heath & Milbrey W. McLaughlin. New York: Teachers College Press. Pp.13-35.
1993.   (with Milbrey W. McLaughlin). Casting the Self: Frames for identity and dilemmas for policy. In Identity and Inner-City Youth: Beyond ethnicity and gender. Ede. Shirley Brice Heath & Milbrey W. McLaughlin. New York: Teachers College Press. Pp.210-239.
1993.   Inner-City Life through Drama: Imagining the language classroom. In TESOL Quarterly. 27.2: 177-192.
1992.   History of Literacy. In Oxford International Encyclopedia of Linguistics. William Bright, ed. New York: Oxford University Press. Pp.1331-1336.
1992.   Foreword. Diversity as Resource: Redefining cultural literacy. Ed. Denise Murray. Washington, DC: TESOL.
1991.   (with Shelby A. Wolf). Acting Meaning: The play of reading. In Proceedings: 38th Annual Conference on Literacy.   Pittsburgh: University of Pittsburgh. Pp.1-14.
1991.   (With Milbrey W. McLaughlin). Community Organizations as Family. Phi Delta Kappan. April. Pp. 623-627.
*1991.   It's About Winning! The language of knowledge in baseball. In monograph Perspectives on Socially Shared Cognition. Eds. L. Resnick, J. Levine, and S. Teasley. Washington, D.C.: American Psychological Association. Pp.101-124.
1991.   Whole Language: Promise and challenge. The Whole Language Catalog. Eds. K. and Y. Goodman, L. Bridges Bird. New York: Macmillan/McGraw Hill. Pp. 422.
1991.   The Sense of Being Literate: Historical and cross-cultural features. In Handbook of Reading Research, Volume II. Eds. R. Barr, M. L. Kamil, P. Mosenthal, & P. David Pearson. NY: Longman Publishing Group. Pp.3-25.
1990. La sociolingüística y la planificación. Winak: Boletin Intercultural. 5.4:196-206.
1990.   Women in Conversation: Covert models in American language ideology. In Language, Society, and Thought: Essays in honor of Joshua A. Fishman's 65th birthday. Eds. Robert Cooper & Bernard Spolsky. Berlin: Walter de Gruyter & Co. Pp.202-222.
1990.   The Fourth Vision: Literate language at work. In The Right to Literacy. Eds. Andrea A. Lunsford, Helen Moglen, & James Slevin. New York: Modern Language Association. Pp.288-306.
1990.   The Children of Trackton's Children: Spoken and written language in social change. In Cultural Psychology: The Chicago Symposia on Human Development. Eds. James W. Stigler, Richard A. Shweder, & Gil S. Herdt. New York: Cambridge University Press. Pp.496-519. [Reprinted 1994 in Theoretical Models and Processes of Reading. Eds. Robert R. Ruddell, Martha Rapp Ruddell, & Harry Singer. Delaware: International Reading Association.]
1989.   It's About Winning! The language of knowledge in baseball. Ethnographic Approaches to Children's Worlds and Peer Cultures. Ed. Sigurd Berentzen. Trondheim, Norway: Norwegian Centre for Child Research. Pp. 382-439.
1989.   Foreword, Becoming a Whole Language School. Ed. Lois Bridges Bird. Katonah, NY: Richard Owens, Publisher. Pp. xv-xix.
1989.   (With Milbrey Wallin McLaughlin) Rethinking Policies for Children with Multiple Needs. In California's Children: A survey of needs. Ed. Michael Kirst. Berkeley: Policy Analysis for California Education. Pp.305-319
1989.   Talking the text in teaching composition. In Language, Authority, and Criticism: Readings on the school textbook. Eds. Suzanne de Castell, A. & Carmen Luke. London/Philadelphia: Falmer Press Ltd. Pp. 109-122.
1989.   The Learner as Cultural Member. In The Teachability of Language. Eds. Mabel Rice & Richard Schiefelbusch. Baltimore, MD: Paul H. Brook Press. Pp. 333-350.
1989.   Oral and Literate Traditions among Black Americans living in Poverty. American Psychologist. [Special issue on Psychology and Children: Current Research and practice]. 44.2:1-7. Reprinted, 1992, in Readings and Writings in the Politics of Literacy. Heinemann Educational Books.]
1989.   Language Ideology. In International Encyclopedia of Communications. New York: Oxford University Press.
1988.   Language Socialization. In Black Children and Poverty. Ed. D. Slaughter. San Francisco, CA: Jossey-Bass. Pp. 29-41.
1988.   Foreword, Culture and Language Development: Language acquisition and language socialization in a Samoan village by Elinor Ochs. Cambridge, England: Cambridge University Press. Pp. vii-xiii.
1987.   (With Milbrey Wallin McLaughlin) A Child Resource Policy: Moving beyond dependence on school and family. In Phi Delta Kappan. April:576-580. [Reprinted in The Education Digest. October 1987:19-21].
1987.   (With Charles A. Ferguson). Foreword, Ideology, Society and Language: The odyssey of Nathan Birnbaum by Joshua Fishman. Philadelphia: The Jewish Publication Society of America.
1987.   Foreword, The Labyrinths of Literacy: Reflections on literacy past and present by Harvey J. Graff. London: The Falmer Press. Pp. vii-ix.
1987.   The Literate Essay: Using ethnography to explode myths. In Language, Literacy and Culture: Issues of society and school. Ed. J. Langer. Norwood, NJ: Ablex Press. Pp. 89-107.
1986.   Taking a Cross-Cultural Look at Narratives. In Topics in Language Disorders. Ed. F. Kuecker. Rockville, MD: Aspen Publishers, Inc. Pp. 84-94.
1986.   Literacy and Language Change. In Georgetown University Round Table on Languages and Linguistics 1985. Washington DC: Georgetown University Press. Pp. 282-293.
1986.   The Cross-Cultural Study of Language Acquisition. In Papers and Reports in Child Language Development. Stanford, CA: Stanford University. Vol. 24. Pp. 1-21.
1986.   Separating `things of the imagination' from Life: Learning to read and write. In Emergent Literacy. Eds. W. Teale and E. Sulzby. Norwood, NJ: Ablex Publishing Co. Pp. 156-172.
*1986    (With Amanda Branscombe and Charlene Thomas) The Book as Narrative Prop in Language Acquisition. In The Acquisition of Literacy: Ethnographic perspectives. Eds. Bambi Schieffelin & Perry Gilmore. Norwood, NJ: Ablex Publishing Co. Pp. 16-34.
1986.   Sociocultural Contexts of Language Development. Beyond Language: Social and cultural factors in schooling language minority students. Los Angeles: CA. Evaluation, Dissemination and Assessment Center. Pp. 143-186. [Reprinted 1991 in Content-Area Teaching in the Multicultural Classroom. P. Richard-Amato and M. A. Snow, eds.]
*1986.   Critical Factors in Literacy Development. In Literacy, Society, and Schooling. Eds. Kieran Egan, Suzanne de Castell, & Allan Luke. Cambridge: Cambridge University Press. Pp. 209-229.
1985.  (With Amanda Branscombe) Intelligent Writing in an Audience Community: Teacher, Students, and Researcher. In The Acquisition of Written Language: Revision and response. Ed. Sarah W. Freedman. Norwood, NJ: Ablex Publishing Co. Pp. 3-32.
1985.   (With Hey-Kyeong Chin). Narrative Play in Second-Language Learning. In Play, language and stories. Eds. Lee Galda & Anthony D. Pellegrin. Ablex Publishing Co. Pp. 147-166.
1985.   Literacy or Literate Skills? Consideration for ESL/EFL learners. In On TESOL `84. P. Larson, ed. Washington, DC: TESOL. Pp. 14-28.
1985.   Language Policy. In International Encyclopedia of Education. New York: Praeger Press. Pp. 2898-2907.
1985.   Language Policies: Patterns of retention and maintenance. In Mexican-Americans in Comparative Perspective. Ed. W. Connor. Washington, D.C.: The Urban Institute Press. Pp. 257-282.
1985.   Review Essay: A search for shared background. Harvard Educational Review. 55.4:443-447.
1985.   Being literate in America: A sociohistorical perspective. In Yearbook, National Reading Conference. Eds. J. Niles & R. Lalik. Rochester, NY: NRC. Np.
1984.   (With Charlene Thomas). The Achievement of Preschool Literacy for Mother and Child. In Awakening to Literacy. Eds. H. Goelman, A. Oberg, & F. Smith. Exeter, NH: Heinemann Educational Books. Pp. 51-72. [Reprinted in 1992 in Reading Empirical Research Studies: The rhetoric of research. Eds. J.R. Hayes and R.E. Young. Hillsdale, NJ: Lawrence Erlbaum Assoc. Pp. 177-208, with author's comment, pp. 208-210.]
1984.   Linguistics and Education. Annual Review of Anthropology. B. Siegel, ed. Palo Alto, CA: Annual Reviews, Inc. Pp. 251-274.
1984.   Oral and Literate Traditions. International Social Science Journal UNESCO 99.1:41-58.
1983.   A Lot of Talk about Nothing: Preparation for literacy? In Language Arts 60.8:999-1007. [Reprinted 1990 in Literacy In Process. B. Miller Power and R. Hubbard, eds. Portsmouth, NH: Heinemann Educational Books.] Pp. 79-87.
1986.   (With Lawrence Krasner). Comment. International Journal of Sociology of Language. 60:157-162.
1983.   Language Beyond the Classroom. In the First Symposium on Language Studies. Eds. R.J. Di Pietro, W. Frawley, & A. Wedel. Newark Delaware: University of Delaware Press. Pp. 45-58.
1983.   Language Policies. Society 20.4:56-63.
1983.   (With Frederick Mandabach) Language Status Decisions and the Law in the United States. In Progress in Language Planning: International perspectives.Eds. Juan Cobarrubias & J. Fishman. The Hague: Mouton. Pp. 87-106.
1982.   Ethnography in Education: Toward Defining the Essentials.   In Ethnography and Education: Children in and out of school. Eds. Perry Gilmore & Alan Glatthorn. Washington, D.C.: Center for Applied Linguistics, Pp. 33-55.
1982.   Protean shapes in literacy events: Ever-shifting oral and literate traditions. In Spoken and Written Language: Exploring orality and literacy. Ed. Deborah Tannen. Norwood, NJ: Ablex Publishing Co. Pp. 91-118. [Reprinted in 1988 in Perspectives on Literacy. Eds. E.R. Kintgen, B.M. Kroll,& M. Rose.] Carbondale, IL: Southern Illinois University Press Pp.348-370.].
1982.   Questioning at Home and at School: A comparative study. In Doing the Ethnography of Schooling. Ed. George Spindler. New York: Holt, Rinehart & Winston. Pp.102-131. [Reissued 1988 by G. Spindler, ed. Prospect Heights, IL: Waveland Press, Inc. Pp. 102-131].
1982.   Toward an ethnohistory of writing in American education. In Writing: The nature, development, and teaching of written communication. Vol. 1, Variation in Writing: Functional and linguistic-cultural Differences. Ed. M. Farr Whiteman. Hillsdale, NJ: Lawrence Erlbaum Assoc. Pp. 25-46.
*1982.   What no Bedtime Story Means: Narrative skills at home and at school. In Language and Society. 11.2:49-76. [Reprinted 1986 in Language Socialization Across Cultures. Eds. Bambi B. Schieffelin & Elinor Ochs. Cambridge: Cambridge University Press. Pp. 97-124. Reprinted 1987 in Towards Multicultural Awareness. Jaime Wurzel, ed. Boston University: Inter-Cultural Press. In 1989, partial reprinting for a correspondence course in English (and in Braille and sound recording for the blind). Exploring Educational Issues. United Kingdom: The Open University. Reprinted 1994 in Language and Literacy in Social Practice. Ed. Janet Maybin. Clevedon: Multilingual Matters, Ltd. Pp.73-95.]
1982.   (With Richard Laprade) Castilian Colonization and Indigenous Languages: The cases of Quechua and Aymara. In Language Spread: Studies in diffusion and social change. Ed. R. L. Cooper. Bloomington, IN: Indiana University Press. Pp. 118-147.
1982.   American English: Quest for a model. In The Other Tongue: English across cultures. Ed. Braj B. Kachru. Urbana: University of Illinois Press. Pp. 237-250.
1981.   Oral and Literate Traditions--Endless Linkages. In Moving Between Practice and Research in Writing. Eds. Ann Humes, et al. Los Alamitos, CA: SWRL. Pp. 19-34.
1981.   (With Brian Sutton-Smith) Paradigms of Pretense. In Quarterly Newsletter of the Laboratory of Comparative Human Cognition. July 1981, Vol. 3, No. 3, Pp. 41-45.
1981.   English in our Language Heritage. In Language in the USA. Eds. Charles A. Ferguson & Shirley Brice Heath. New York: Cambridge University Press. Pp. 40-63.
1981.   Standard English: Biography of a symbol. In Standards and Dialects in English. Eds. Timothy Shopen & Joseph Williams. Cambridge, MA: Winthrop Publishers, Inc. Pp. 3-33. [Reprinted in 1986 in The Story of English, Eds. J. McKay, S. Cosmos. Dubuque: Kendall/Hunt Publishing Co. Pp. 218-233].
1981.   (With Charles A. Ferguson) TESOL and Language in American Life. In On TESOL`80 Building Bridges: Research and practice in teaching English as a second language. Eds. J.C. Fisher, M.A. Clarke, & J. Schacter. Washington, D.C.: TESOL.
1980.   The Functions and Uses of Literacy. In Journal of Communication. 29.2:123-33. [Reprinted 1986 in Literacy, Society and Schooling. Eds. Kieran Egan, Suzanne de Castell, & Allan Luke. Cambridge: Cambridge University Press. Pp. 15-26].
1979.   The Context of Professional Languages: An historical overview for medicine. In Monograph Series on Language and Linguistics. Washington, D.C.: Georgetown University Press. Pp. 102-118.
1978.   Bilingual Education and a National Language Policy. In Monograph Series on Language and Linguistics. Washington, D.C.: Georgetown University Press. Pp. 53-66.
1978.   Teacher Talk: Language in the classroom. Arlington, VA: Center for Applied Linguistics/ERIC Clearinghouse on Languages and Linguistics. Language in Education Series 9. Pp. 26.
1978.   (As consultant with L. Leann Parker) Bilingual Education: Current Perspectives.
1978.   Social History and Sociolinguistics. The American Sociologist, Volume 13. Pp. 84-92.
1977. Our Language Heritage: A historical perspective. In The Language Connection. Ed. J. K. Phillips. Skokie, IL: National Textbook Company. Pp. 23-51.
1977.   Language and Politics in the United States. In Monograph Series on Language and Linguistics. Washington, D.C.: Georgetown University Press. Pp. 267-296.
1976.   A National Language Academy: Debate in the new nation. International Journal of the Sociology of Language, Volume 11. Pp. 9-44.
1976.   Colonial Language Status Achievement: Mexico, Peru, and the United States. In Language in Sociology. Eds. A. Verdoodt and R. Kjolseth. Institut de Linguistique de Louvain: Editions Peeters. Pp. 49-93

GENERAL INTEREST/TEACHER-PRACTITIONER MONOGRAPHS AND VIDEO PRODUCTIONS:

2007. (with James A. Banks, et al.) Learning in and out of school in diverse environments. Seattle, WA: LIFE Center and Center for Multicultural Education, University of Washington. Pp. 36.
2007.   (with Bob Adams and Caitie Whelan). The Art of Engagement: A handbook for using the arts in pupil referral units. Doncaster, England: Doncaster Community Arts. 131 pp.
2007.  (with Elke Boehncke and Shelby Wolf). Made for each other: Creative arts and sciences in the secondary school. London: Creative Partnerships. 118 pp.
2005.   ArtShow 2 Grow. Director and Producer [DVD with two new short documentaries on two youth-based community organizations and the 1999 ArtShow].
Quarterly 2004-2005. Column on Research. Upstart: Youth Arts (United Kingdom).
2005.  ; (with Shelby Wolf). Dramatic Learning in the Primary School. [A series of four booklets.] London: Creative Partnerships. 210 pp.
2004.   (with Shelby Wolf). Visual Learning in the Community School. [A series of five booklets.] London: Creative Partnerships. 240 pp.
1999.   ArtShow. Director. Documentary video produced for Partners for Livable Communities and for distribution to PBS.   56 min. 40 sec. [Winner of Gold Award, Worldfest Video and Film Festival, Houston, 2000; Winner of Chris Award, 2000].
1999.   (co-authored with Laura Smyth). ArtShow: Youth and community development. A resource guide to accompany documentary ArtShow. In cooperation with the Carnegie Foundation for the Advancement of Teaching. Washington, D.C. Partners for Livable Communities. 96 pp.
1999.   (co-authored with Sara DeWitt). Truths to Tell: Youth and Newspaper Reading. Monograph. St. Petersburg, FL: Poynter Institute, 1995. Pp. 26.
1995.   LISTEN UP! Youth as Resources. Director. Documentary video produced with Milbrey W. McLaughlin, Stanford University. Funded by the Spencer Foundation. 26 minutes.
1992.   Language is a Moving Force. Director. Documentary video produced for World Conference on Education for All. Funded by the World Bank and UNICEF. 30 min.
1991.   (with Leslie Mangiola). Children of Promise: Language-based learning with students of diverse linguistic and cultural backgrounds. Washington, D.C.: National Education Association, Center for the Study of Writing, and American Educational Research Association. Pp.64.
1986.   Inside Learners: Cross-age Tutoring in Bilingual Education. Director and Producer. Documentary video. Funded by the Packard Foundation. 28 min.

PROFESSIONAL SERVICE
Membership in Professional Associations
Modern Language Association (Member, Publications Committee, 1995 -98 ; Chair, Publications Committee, 1997-1998)
American Anthropological Association
Linguistic Society of America
Research Committee on Sociolinguistics of the International Sociological Association
American Association for Applied Linguistics
United Kingdom Literacy Association

Public School Certification/Experience
Permanent certificate (Secondary: English, Spanish; Elementary: Remedial Reading) New York, Indiana, Virginia
Six years teaching experience (English, Spanish, English as Second Language, Primary-level reading)