ABSTRACT
In this chapter, we examine how variation in spoken and written language, as well as variation in the use of language across contexts, impacts (a) students’ literacy learning, and (b) the attitudes, beliefs, and practices of teachers and teacher educators. In the fi rst part of this chapter we explore theoretical conceptions of language, literacy, and learning. This background frames our later discussion of empirical work. Next, we articulate the data sources and procedures we drew on for this chapter. Finally, we introduce, discuss, and analyze pertinent empirical studies that were conducted in the past decade since we wrote a previous handbook chapter on this topic (i.e., Brock, Boyd, & Moore, 2002).
