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Navigating Languages, Literacies and Identities showcases
innovative research at the interface of religion and
multilingualism, offering an analytical focus on religion in
children and adolescents' everyday lives and experiences. The
volume examines the connections between language and literacy
practices and social identities associated with religion in a
variety of sites of learning and socialization, namely homes,
religious education classes, places of worship, and faith-related
schools and secular schools. Contributors engage with a diverse set
of complex multiethnic and religious communities, and investigate
the rich multilingual, multiliterate and multi-scriptal practices
associated with religion which children and adolescents engage in
with a range of mediators, including siblings, peers, parents,
grandparents, religious leaders, and other members of the religious
community. The volume is organized into three sections according to
context and participants: (1) religious practices at home and
across generations, (2) religious education classes and places of
worship and (3) bridging home, school and community. The edited
book will be a valuable resource for researchers in applied
linguistics, linguistic anthropology, socio-linguistics,
intercultural communication, and early years, primary and secondary
education.
Originally published in 1997. By drawing on the experiences of
children aged 3 to 8 attending schools in Britain, Germany,
Iceland, Australia and the USA, the authors of these eleven case
studies provide insights into what it means for young children to
enter a new language and culture in school. They look at the scope
of out-of-school language and learning practices (the role of care
givers, siblings and community language classes) and go on to look
at the ways in which the teacher can act as mediator of a new
language and culture in school. This book helps teachers develop
culturally responsive teaching programmes based on an awareness of
the knowledge children bring from home and the community. The book
will be of interest to early years and primary school teachers
working in multilingual classrooms and students.
Who are the teachers in children's literacy lives beyond their
school teachers and parents? This text is a compilation of studies
conducted in a variety of cross-cultural contexts where children
learn language and literacy with siblings, grandparents, peers and
community members. Focusing on the knowledge and skills of children
often invisible to educators, these illuminating studies highlight
how children skillfully draw from their varied cultural and
linguistic worlds to make sense of new experiences. generative
activity of young children and their mediating partners - family
members, peers and community members - as they syncretize
languages, literacies and cultural practices from varied contexts.
Through studies grounded in home, school, community school, nursery
and church settings, we see how children create for themselves
radical forms of teaching and learning in ways that are not
typically recognized, understood or valued in schools. about
literacy learning as well as their own teaching practices and
beliefs. It should be useful reading for teachers, teacher
educators, researchers and policy makers who seek to understand the
many pathways to literacy and use that knowledge to affect real
change in schools.
Who are the teachers in children's literacy lives beyond their
school teachers and parents? This text is a compilation of studies
conducted in a variety of cross-cultural contexts where children
learn language and literacy with siblings, grandparents, peers and
community members. Focusing on the knowledge and skills of children
often invisible to educators, these illuminating studies highlight
how children skillfully draw from their varied cultural and
linguistic worlds to make sense of new experiences. generative
activity of young children and their mediating partners - family
members, peers and community members - as they syncretize
languages, literacies and cultural practices from varied contexts.
Through studies grounded in home, school, community school, nursery
and church settings, we see how children create for themselves
radical forms of teaching and learning in ways that are not
typically recognized, understood or valued in schools. about
literacy learning as well as their own teaching practices and
beliefs. It should be useful reading for teachers, teacher
educators, researchers and policy makers who seek to understand the
many pathways to literacy and use that knowledge to affect real
change in schools.
This work explores the lives and literacies of different
generations of people living in Spitalfields and The City at the
end of the 20th century. It contrasts these two square miles of
London, which outwardly symbolize the huge difference between
poverty and wealth existing in Britain at this time. The book
presents a study of living, learning and reading as it has taken
place in public settings, including the school classroom, clubs,
places of worship, theatres, and in the home. Over fifty people
recount their memories of learning to read in different contexts
and circumstances. Eve Gregory and Ann Williams contextualize the
participants' stories and go far to dispel the deep-seated myths
surrounding the teaching and learning of reading and writing in
urban, multicultural areas. The result is both poignant and highly
significant to the study of literacy.
Navigating Languages, Literacies and Identities showcases
innovative research at the interface of religion and
multilingualism, offering an analytical focus on religion in
children and adolescents' everyday lives and experiences. The
volume examines the connections between language and literacy
practices and social identities associated with religion in a
variety of sites of learning and socialization, namely homes,
religious education classes, places of worship, and faith-related
schools and secular schools. Contributors engage with a diverse set
of complex multiethnic and religious communities, and investigate
the rich multilingual, multiliterate and multi-scriptal practices
associated with religion which children and adolescents engage in
with a range of mediators, including siblings, peers, parents,
grandparents, religious leaders, and other members of the religious
community. The volume is organized into three sections according to
context and participants: (1) religious practices at home and
across generations, (2) religious education classes and places of
worship and (3) bridging home, school and community. The edited
book will be a valuable resource for researchers in applied
linguistics, linguistic anthropology, socio-linguistics,
intercultural communication, and early years, primary and secondary
education.
Originally published in 1997. By drawing on the experiences of
children aged 3 to 8 attending schools in Britain, Germany,
Iceland, Australia and the USA, the authors of these eleven case
studies provide insights into what it means for young children to
enter a new language and culture in school. They look at the scope
of out-of-school language and learning practices (the role of care
givers, siblings and community language classes) and go on to look
at the ways in which the teacher can act as mediator of a new
language and culture in school. This book helps teachers develop
culturally responsive teaching programmes based on an awareness of
the knowledge children bring from home and the community. The book
will be of interest to early years and primary school teachers
working in multilingual classrooms and students.
'[This book] is a helpful edition to a field where there is a
limited amount of good literature to support teachers dealing with
second language acquisition in the classroom' - ESCalate `Gregory's
book is an important and timely contribution to the literature on
literacy, biliteracy, second language learning and early childhood
education, synthesizing cutting-edge research, perspectives and
teaching approaches in a clear and accessible way. Overall, it is a
terrific resource' - Dinah Volk Across the world, an increasing
number of young children are learning to read in languages
different from their mother tongue, and there is a clear need for a
book which addresses the ways in which these children should be
taught. Eve Gregory's book is unique in doing so. Building upon the
ideas proposed in Making Sense of a New World, this second edition
widens its scope, arguing for the limitations of policies designed
for 'monolingual minds' in favour of methodologies which put
plurilingualism at the centre of literacy tuition. This book offers
a practical reading programme -- an 'Inside-Out' (starting from
experience) and 'Outside-In' (starting from literature) approach to
teaching which can be used with individuals, small groups and whole
classes. It uses current sociocultural theory, while drawing on
examples of children from America, Australia, Britain, China,
France, Singapore, South Africa and Thailand who are engaged in
learning to read nursery rhymes and songs, storybooks, letters, the
Bible and the Qur'an as well as school texts, in languages they do
not speak fluently. Gregory argues that, in order for literacy
tuition to be successful, reading must make sense -- children must
feel part of a community of readers. There is no common method
which they use to learn, but rather a shared aim to which they
aspire: making sense of a new world through new words. Eve Gregory
is Professor of Language and Culture in Education at Goldsmiths,
University of London.
'[This book] is a helpful edition to a field where there is a
limited amount of good literature to support teachers dealing with
second language acquisition in the classroom' - ESCalate `Gregory's
book is an important and timely contribution to the literature on
literacy, biliteracy, second language learning and early childhood
education, synthesizing cutting-edge research, perspectives and
teaching approaches in a clear and accessible way. Overall, it is a
terrific resource' - Dinah Volk Across the world, an increasing
number of young children are learning to read in languages
different from their mother tongue, and there is a clear need for a
book which addresses the ways in which these children should be
taught. Eve Gregory's book is unique in doing so. Building upon the
ideas proposed in Making Sense of a New World, this second edition
widens its scope, arguing for the limitations of policies designed
for 'monolingual minds' in favour of methodologies which put
plurilingualism at the centre of literacy tuition. This book offers
a practical reading programme -- an 'Inside-Out' (starting from
experience) and 'Outside-In' (starting from literature) approach to
teaching which can be used with individuals, small groups and whole
classes. It uses current sociocultural theory, while drawing on
examples of children from America, Australia, Britain, China,
France, Singapore, South Africa and Thailand who are engaged in
learning to read nursery rhymes and songs, storybooks, letters, the
Bible and the Qur'an as well as school texts, in languages they do
not speak fluently. Gregory argues that, in order for literacy
tuition to be successful, reading must make sense -- children must
feel part of a community of readers. There is no common method
which they use to learn, but rather a shared aim to which they
aspire: making sense of a new world through new words. Eve Gregory
is Professor of Language and Culture in Education at Goldsmiths,
University of London.
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