Description
Book SynopsisTözün Issa is Senior Lecturer at London Metropolitan University, UK, where he is Director of the Centre for Multilingualism in Education.
Alison Hatt was, until recently, Senior Lecturer at London Metropolitan University, UK.
Trade ReviewThis book offers much-needed support to practitioners working with children from different language backgrounds in early years settings. The authors make theories on multilingual learning accessible to the reader, linking the ideas clearly with practice. The book contains many excellent suggestions for working with families to create a classroom environment that develops children's home languages as well as English and fosters educational success. * Charmian Kenner, Senior Lecturer in Education, Goldsmiths, University of London, UK *
This volume speaks urgently and eloquently to educators and policy-makers about the potential of schools to enrich children and communities in contexts around the world where population mobility and linguistic diversity have become the norm. Tözün Issa and Alison Hatt highlight the gap between the pathologising assumptions about language and diversity that are woven, often invisibly, into official policies and what we know about the crucial importance of embedding instruction and curriculum into the fabric of children's lives. Issa and Hatt also show, however, how teachers can resist overly prescriptive and intellectually narrow instructional mandates. Their vivid accounts of teachers, students, and families co-constructing knowledge, insight and linguistic awareness illustrate the process of teachers re-claiming their identity as educators rather than simply transmitters of centrally dictated curriculum. * Jim Cummins, Professor of Education, University of Toronto, Canada *
This practitioner-focused book adeptly and succinctly surveys and synthesizes policy, history and the literature widely accepted by Education Studies as a discipline to make compelling recommendations to augment practice in the early years. The reality of multiculturalism in the early years is brought into sharp focus with research-informed arguments in favor of fostering diverse cultural identities and languages for development . As a book on policy and practice, it will serve students well. -- Sam Bamkin, De Montfort University, UK
Table of ContentsIntroduction 1. The Early Years Foundation Stage: Historical Context and Recent Developments 2. Minority Education: Developments in Britain 3. Setting the Context: Historical Perspectives on Personal, Social and Emotional Development and Early Years Foundation Stage 4. Personal, Social and Emotional Development: Exploring Language, Culture and Identity 5. Multilingualism: Key Issues and Debates 6. First and Subsequent Language Acquisition: Key Issues and Debates 7. Home Languages and Supporting the Development of Purposeful Talk in Early Years Setting 8. Supporting Children's Language Development: The Role of Parents, Carers and Other Adults 9. The Development of Communication and Oracy 10. Making the Transition to Reception Classes in Primary Schools 11. Conclusions and Recommendations References Index
