Shortlisted for the Nasen Book that supports SEN and Disability Issues Award 2008 Are children who are exposed to more than one language from birth at an advantage or a disadvantage when starting school? Supporting Multilingual Learners in the Early Years examines the theoretical, ideological and practical issues involved in the education of children speaking two or more languages coming to settings which are predominantly monolingual. The book examines current research and thinking about the advantages and disadvantages of being multilingual and tackles complex topics such as: what being multilingual implies in terms of prior learning and why this matters in education the importance of respect for diversity and encouraging children to be proud of their language and culture practical ways to help young children acquire English ways of working with parents who themselves have little or no English the differences and difficulties involved in a child learning an additional language so early on in their lives strategies for exploring the learning of multilingual learners and a review of the resources and activities that could help. Sandra Smidt views multilingualism as a cognitive advantage and shows how Early Years practitioners can use interactive styles of learning to focus on the benefit that the many cultures and languages in the classroom can bring to children’s learning and development. Written in a highly accessible tone, this book offers practitioners a mix of practical case studies and examples in which theory is embedded and its importance explained. Students of early childhood education will also appreciate the author's carefully structured approach to the topic, as she includes summary boxes, glossaries and points for reflection in each chapter.
Children can discover written conventions like double consonants (Dennis), alternative spellings and variants (Ann, Anne, Anna) and different languages (]amila, Yvette, Sian). Children are often very determined to 'get it right' when ...
Angèle Sancho Passe, an early childhood education consultant and writer, is trilingual and has worked with many programs serving dual-language learners. She is the author of Is Everybody Ready for Kindergarten?
Raines, S., Miller, K., and Curry-Rood, L. 2002. Story S-t-r-e-t-c-h-e-r-s forinfants, toddlers, and twos: Experiences, activities, and games for popular children's books. Beltsville, MD: Gryphon House. Silberg, J. 2009.
This Fourth Edition of Language and Literacy in the Early Years has been fully revised and updated to reflect current professional interests and the latest developments in the field.
Promoting the Educational Success of Children and Youth Learning English: Promising Futures examines how evidence based on research relevant to the development of DLLs/ELs from birth to age 21 can inform education and health policies and ...
This book focuses on early childhood bilingualism and second language learning in young children 0 to 6 years of age.
This book answers the question what do early childhood educators need to understand to better address the linguistic, cognitive, and socioemotional needs of all DLLs in their classrooms.
More specifically the book studies: what it means to be bilingual through an analysis of the language histories submitted by a range of people; how language/s define people; a brief history of minority education in the UK; how practitioners ...
The untold story of the root cause of America's education crisis--and the seemingly endless cycle of multigenerational poverty.
They clearly need to be drawn into the alphabetic system and rules of English, but they can best do that if they are also allowed to draw on ... But we need also to take a lead in introducing children to new things and new experiences.