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"Language awareness in children"
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Playing with languages
Over several generations villagers of Dominica have been shifting from Patwa, an Afro-French creole, to English, the official language. Despite government efforts at Patwa revitalization and cultural heritage tourism, rural caregivers and teachers prohibit children from speaking Patwa in their presence. Drawing on detailed ethnographic fieldwork and analysis of video-recorded social interaction in naturalistic home, school, village and urban settings, the study explores this paradox and examines the role of children and their social worlds. It offers much-needed insights into the study of language socialization, language shift and Caribbean children's agency and social lives, contributing to the burgeoning interdisciplinary study of children's cultures. Further, it demonstrates the critical role played by children in the transmission and transformation of linguistic practices, which ultimately may determine the fate of a language.
eBook
Literacy acquisition in school in the context of migration and multilingualism : a binational survey
This book presents the outcomes of a multi-methodical investigation of the processes of literacy acquisition. The focus is on mono- and bilingual first- and seventh-graders in schools in socially underprivileged areas of two major cities in Turkey and Germany. By means of extensive analyses of lesson videos, linguistic tests, interviews and ethnographic research, social, cultural, linguistic, pedagogic and didactic differences on the international, national, local and individual level are aligned with the momentary problem of exercising a school lesson and acquiring literacy on a daily basis. The results contradict to some degree that cultural and linguistic differences actually make a huge difference in the organisation and process of literacy acquisition. With the interdisciplinary background of the book, it addresses academics concerned with migration sociology, migration linguistics, classroom research, and bilingual education. In a broader perspective, the book contributes to the pedagogically and politically significant question how social and cultural characteristics of specific groups are stereotyped and partly unjustly combined in order to reach symbolic solutions for actual problems.
eBook
The Acquisition of Turkish in Childhood
The Acquisition of Turkish in Childhood presents recent research on the nature of language acquisition by typically and atypically developing monolingual and bilingual Turkish-speaking children. The book summarises the most recent research findings on the acquisition of Turkish in childhood, with a focus on (i) the acquisition of phonology, morphology, syntax and semantics, (ii) the acquisition of discourse skills, (iii) literacy development and (iv) atypical vs. typical development. The book also provides the reader with a unique perspective on cross-learner comparative research on the acquisition of Turkish, demonstrating how similar issues can be investigated in a range of various acquisition contexts. By grouping together the recent research on the acquisition of Turkish within a single volume, this book provides a unique opportunity for readers to review the general developmental tendencies and the most prominent hypotheses put forward by scholars.
eBook
The acquisition of referring expressions : a dialogical approach
This book describes the repertoire and uses of referring expressions by French-speaking children and their interlocutors in naturally occurring dialogues at home and at school, in a wide range of communicative situations and activities.
eBook
Parents and whānau as experts in their worlds: valuing family pedagogies in early childhood
ABSTRACT
Growing tension within the early childhood education sector of Aotearoa New Zealand around the roles teachers and families might play in preparing children for success in school suggests that notions of readiness are gaining traction. In this paper, we draw on data from three empirical studies to position families as experts in the lives of their children, valuing the linguistically and culturally diverse literacies children carry from their whānau, homes, and communities in bicultural and superdiverse Aotearoa New Zealand. Exemplars of family pedagogies framed through a funds of knowledge theoretical lens, provide counternarratives to deficit discourses regarding children’s language competencies, and challenge the encroaching reductionist notion of the ‘language gap’ and narrow views of early literacy promoted in the preparation of children for English‐medium schooling. The data presented highlight family linguistic and cultural resources, the efforts of families to sustain home languages, and the critical role of early childhood teachers to engage in reciprocal partnerships with families. Affirmation of the complexities of children’s language/s and literacies and the work of early childhood teachers are discussed in the implications for early childhood teacher education and professional development, centre leadership, and policy.
Journal Article