Honoring and Building on the Rich Literacy Practices of Young Bilingual and Multilingual Learners.
In this article, the author invites teachers of children who are bilingual, multilingual, and at promise for bi-/multilingualism to honor and build on their rich literacy practices. To do so, she challenges ideas and labels that continuously disempower bilingual and multilingual learners. Souto-Mann...
| Published in: | Reading Teacher Vol. 70; no. 3; pp. 263 - 272 |
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| Format: | Article |
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Wiley-Blackwell
Nov/Dec2016
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=119088611&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 119088611 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00340561 RET jtl: Reading Teacher issn: 00340561 maglogo: Y pubinfo: dt: Nov/Dec2016 vid: 70 iid: 3 pid: 480 pub: Wiley-Blackwell artinfo: ui: 119088611 10.1002/trtr.1518 ppf: 263 ppct: 9 formats: fmt: – @attributes: type: T – @attributes: type: P size: 178KB tig: atl: Honoring and Building on the Rich Literacy Practices of Young Bilingual and Multilingual Learners. aug: au: Souto-Manning, Mariana affil: Associate professor of education at Teachers College, Columbia University, New York, NY, USA su: Multilingual education Bilingual education Early childhood teachers Classroom environment Teaching methods sug: subj: Multilingual education Bilingual education Early childhood teachers Classroom environment Teaching methods keyword: 1-Early childhood 2-Childhood Children's literature Code switching < Language learners English as a second language English for speakers of other languages < Language learners English language learners English learners First, second, etc., language (L1, L2,etc.) < Language learners Home language < Family literacy Home language practices < Oral language Home-school connections < Family literacy Instructional strategies Language development < Oral language Language learners Literature-based instruction < Literature Motivation/engagement Multilingualism < Language learners Second-language learning < Language learners teaching strategies < Strategies, methods, and materials ab: In this article, the author invites teachers of children who are bilingual, multilingual, and at promise for bi-/multilingualism to honor and build on their rich literacy practices. To do so, she challenges ideas and labels that continuously disempower bilingual and multilingual learners. Souto-Manning establishes the understanding that education is a human, civil, and legal right and briefly reviews the laws determining the education of bilingual children in the United States. In doing so, she explores issues of access and equity in education, then focuses on Ladson-Billings's concept of culturally relevant teaching and shares examples of culturally relevant teaching in action. These examples come from dual-language and ESOL classrooms in the United States. She concludes by inviting readers to consider ways to honor and build on the language and literacy practices of bilingual and multilingual learners. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Reading Teacher holder: Wiley-Blackwell dt: @attributes: year: 2016 holdings: @attributes: islocal: N |
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