Bilinguality and Literacy: Principles and PracticeManjula Datta Bloomsbury Publishing, 1 set 2015 - 288 pagine The new edition of Bilinguality and Literacy argues that bilingual children's literacy learning in English is necessarily an intercultural process. Children's voices are strong in this revised, updated and expanded edition and looks closely at bilingual children's writing development in view of the Ofsted statement that 'fluent bilingual pupils struggle with writing (2003).' Bilinguality and Literacy will be of interest to undergraduate students of applied linguistics, teacher training courses, and academics researching multilingualism and literacy. |
Dall'interno del libro
Risultati 1-5 di 90
Pagina
... English. The pupils in my class shared all my languages, and although in an English medium school, it was not their native language. However, within the class population there were those of Anglo-Indian origin for many of whom English ...
... English. The pupils in my class shared all my languages, and although in an English medium school, it was not their native language. However, within the class population there were those of Anglo-Indian origin for many of whom English ...
Pagina
... English grammar and vocabulary rather than learning the whole language through the curriculum alongside their peers. Evidence shows that children learn 'more language and language behaviour' from their peer group (Duley et al., 1982, p ...
... English grammar and vocabulary rather than learning the whole language through the curriculum alongside their peers. Evidence shows that children learn 'more language and language behaviour' from their peer group (Duley et al., 1982, p ...
Pagina
... English has 26 letters in the alphabet (21 consonants and five vowels), but there are 44 phonemes. Unlike English where one vowel can represent many sounds or phonemes – for example, a in cab, arm, rate – in Indian languages there are ...
... English has 26 letters in the alphabet (21 consonants and five vowels), but there are 44 phonemes. Unlike English where one vowel can represent many sounds or phonemes – for example, a in cab, arm, rate – in Indian languages there are ...
Pagina
... English there was a fluid interchange of knowledge, concepts and skills between my three languages. I learned early in my life that languages work with each other. However, acquiring these reading and writing skills is only one thread ...
... English there was a fluid interchange of knowledge, concepts and skills between my three languages. I learned early in my life that languages work with each other. However, acquiring these reading and writing skills is only one thread ...
Pagina
... English was provided by my father. I fondly remember that when I read to my father in English how he would bring the text alive by embellishing it with his own stories. He would pick out some key words from the text and share his ...
... English was provided by my father. I fondly remember that when I read to my father in English how he would bring the text alive by embellishing it with his own stories. He would pick out some key words from the text and share his ...
Sommario
2 Bilinguality Literacy and Principles | |
3 Bilinguality and Learning in the Early Years | |
4 Rhythmic Language Creativity and Fluency | |
aami ekta bhooiter golpo likhba I want to write a ghost story | |
Imagination and Personal Learning | |
8 Bilingual Children and WholeSchool Policy | |
9 Refugee Children in Primary Schools | |
A Conclusion | |
References | |
Index | |
5 Bilingual Readers and Personal Learning | |
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Abidur activities adult Anancy asked assessment awareness Bangladesh Bengali bilingual children bilingual mind Bollywood Chapter child children’s bilinguality children’s learning cognitive Colin Baker collaborative confident contexts create creative crucial curriculum Datta enable encouraged English environment example experience feel fluent fluently Gujarati Hindi images imagination important interactive Judith Kerr Kasi knowledge language and literacy languages and cultures learners learning development linguistic listening literacy development literacy learning literary language London Metropolitan University look Mahinder meaning-making metaphor multilingual classrooms Nadia Namita narrative nursery Ofsted opportunities Paramjeet parents Pat Hutchins peers play poem Punjabi Rabab reader refugee children relationship responses rhymes rhythm rhythmic Samia school learning second language Seema sense shared shows significant skills social songs sounds strategy Sylheti talk Tasnim teacher teaching and learning thinking understanding Urdu Uzma voice words worlds young bilingual Zaida Zubair