| Description |
xi, 164 pages : illustrations ; 24 cm. |
| Series |
Language and literacy series |
|
NAEYC ; #349 |
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Language and literacy series (New York, N.Y.)
|
|
NAEYC (Series) ;
#349.
|
| Bibliography |
Includes bibliographical references (pages 147-157) and index. |
| Contents |
Acknowledgments -- 1: Children, Language, And Literacy Now: When Children Are Diverse And Practices Are Not -- Very puzzling disconnect between classroom curricula and demographic reality -- Different sense of time, a different use of space -- Childhoods in contemporary times and regulated spaces -- Looking at difference through a sociocultural lens -- Norm is diversity -- 2: Standardized Language, Standardized Childhood -- Theories of language learning -- Standardizing children and language: the case of AAL -- Toward higher, broader, and more human(e) standards -- 3: Diverse Language Learners In Diverse Times: When The "Norm" Isn't English -- Social context for multilingual learning -- Particular children in particular classrooms: contrasting stories -- Weaving research and theory together with children's language-and-action ways -- Pre-kindergartners becoming language learners in head start: taking their time -- Kindergarten: the emergence of biliteracy -- Different path of change and consistency -- Learning language in diverse times -- 4: Play, Story, And The Imagination -- Imaginative play as a means for learning language and vice versa -- Play with and through voices: communicative flexibility -- Telling stories: constructing stories: constructing selves and others through language -- Stories enacted and told: the language of childhoods -- 5: Written Language In Childhoods -- Writing in children's symbolic repertoires -- Multiple dimensions of written language -- Remixing relevant resources: the written medium and childhood worlds -- Relevance of writing to childhoods -- 6: Assessing Children's Language And Literacy: Dilemmas In Time -- Assessment in these postmodern times -- Teacher's assessment in preschool: collaborators having their say -- Assessment in Ms Hong's kindergarten classroom: story-in-an-interview -- Assessing children's language and literacy: it's never simple -- 7: Children With Teachers: Looking Back And Moving Forward -- Curricular and sociolinguistic flexibility -- Multitemporality and flexible classroom clocks -- Play as the essence of curricula in inflexible times: "I have to do what I think is right" -- Toward a future when diversity is the norm -- References -- Index -- About the authors. |
| Summary |
Synopsis: In their new collaboration, Celia Genishi and Anne Haas Dyson celebrate the genius of young children as they learn language and literacy in the diverse contexts that surround them. Despite burgeoning sociocultural diversity, many early childhood classrooms (pre-K to grade 2) offer a "one-size-fits-all" curriculum, too often assessed by standardized tests. In contrast, the authors propose diversity as the new norm. They feature stories of children whose language learning is impossible to standardize, and they introduce teachers who do not follow scripts but observe, assess informally, respond to, and grow with their children. Among these children are rapid language learners and those who take their time to become speakers, readers, and writers at "child speed." All these learners, regardless of tempo, are often found within the language-rich contexts of play. |
| Subject |
Language arts (Elementary) -- United States.
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English language -- Social aspects -- United States.
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Multicultural education -- United States.
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Children -- Language.
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Early childhood education -- United States.
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| Added Author |
Dyson, Anne Haas.
|
| ISBN |
9780807749746 paperback alkaline paper |
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0807749745 paperback alkaline paper |
|
9780807749753 hardcover alkaline paper |
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0807749753 hardcover alkaline paper |
|
