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ERIC Number: EJ1157315
Record Type: Journal
Publication Date: 2017
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1470-8477
Engaging with Emergent Bilinguals and Their Families in the Pre-Primary Classroom to Foster Well-Being, Learning and Inclusion
Mary, Latisha; Young, Andrea S.
Language and Intercultural Communication, v17 n4 p455-473 2017
This article presents data from a longitudinal study undertaken in a pre-primary classroom of 3-4-year-old emergent bi/plurilingual children during their first year of formal schooling in France. It focuses on how the teacher's intercultural competence facilitated the emergent bilingual children's transition from home to school and fostered positive relationships with these parents and included them in the classroom. The data also suggest that the establishment of trusting relationships and safe spaces for these children and their families favoured the emergence of co-educational practices, namely in the area of literacy and fostered their well-being, learning and inclusion.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: France
Grant or Contract Numbers: N/A