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ERIC Number: ED426617
Record Type: Non-Journal
Publication Date: 1997
Pages: 192
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-8077-3715-1
One Child, Many Worlds: Early Learning in Multicultural Communities. Language and Literacy Series.
Gregory, Eve, Ed.
By drawing on the experiences of children aged 3 to 8 attending schools in Britain, Germany, Iceland, Australia, and the United States, 11 case studies of young children provide insight into what it means for children to enter a new language and culture in school. The case studies are: "Learning through Difference: Cultural Practices in Early Childhood Language Socialisation" (Allan Luke, Joan Kale); "Two Sisters at School: Issues for Educators of Young Bilingual Children" (Rose Drury); "Continuities and Discontinuities: Teaching and Learning in the Home and School of a Puerto Rican Five Year Old" (Dinah Volk); "Stories from Two Worlds: Bilingual Experiences between Fact and Fiction" (Michaela Ulich, Pamela Oberhuemer); "A Child Writes from Her Everyday World: Using Home Texts To Develop Biliteracy at School" (Charmian Kenner); "Investigating Literacy in London: Three Generations of Readers in an East End Family" (Ann Williams); "Learning To Read, Reading To Learn: The Importance of Siblings in the Language Development of Young Bilingual Children" (Nasima Rashid, Eve Gregory); "Friends as Teachers: The Impact of Peer Interaction on the Acquisition of a New Language" (Susi Long); "Working in Partnership: Parents, Teacher and Support Teacher Together" (Maureen Turner); "Why You Don't Eat Bananas: An Exploration of a Child's Possible Worlds in Story" (Inge Cramer); and "From Karelia to Kashmir: A Journey into Bilingual Children's Story-Reading Experiences within School and Community Literacy Practice" (Leena Robertson). (MSE)
Teachers College Press, P.O. Box 20, Williston, VT 05495-0020; Tel: 800-575-6566 (Toll Free); Fax: 802-864-7626; e-mail: ($20.95).
Publication Type: Books; Collected Works - General
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A