Literacy Development and Enhancement Across Orthographies and Cultures
One key measure of a country’s status in the world is the literacy of its people; at the same time, global migration has led to increased interest in bilingualism and foreign language learning as topics of research. Literacy Development and Enhancement Across Orthographies and Cultures reviews international studies of the role of literacy in child development, particularly how children learn their first written language and acquire a second written and spoken one. Comparisons and contrasts are analyzed across eight countries and 11 languages, including English, Spanish, Mandarin, Hebrew, Dutch, and Catalan.
English 7-11: Developing Primary Teaching SkillsThis book focuses on approaches to the teaching of primary English at Key Stage 2 in the context of the National Curriculum. Through a series of guided activities, teachers are encouraged to reflect upon particular teaching strategies and activities such as: an analysis of language and literacy, the processes of language and literacy, the use of topic work, a critical look at classroom environments, and examination of the texts which children read and write, and a discussion of the role of the teacher.
Literacy and Education - Understanding the New Literacy Studies in the Classroom
Literacy and Education is a practical guide to applying New Literacy Studies in primary classrooms. It represents a comprehensive look at how to rethink, redefine, and redesign language in the classroom to meet contemporary needs and skills of elementary students based on current literacy research, theory and practice. Each chapter profiles key themes within NLS including: literacy and identity; multimodality and multiliteracies, bridging home-school literacy practices, and literacy and globalization.
Emergent Literacy and Language Development - Promoting Learning in Early Childhood
This concise, accessible book explores the connection between language acquisition and emergent literacy skills, and how this sets the stage for later literacy development. Chapters address formative early experiences such as speaking and listening, being read to, and talking about print concepts and the alphabet. Written for early childhood professionals, reading specialists, and speech–language pathologists, the book describes effective assessment and instructional approaches for fostering language learning and emergent literacy in typically developing children and those at risk for language delays.
This text recognizes that there is no simple way to develop literacy. It begins with the central premise that literacy is not simply a cognitive process, but a set of social practices used in socio-cultural contexts, and argues that literacy learners come to school with unique social histories that need to be recognised in the programmes devised to facilitate learning. Cairney claims that literacy is not a unitary social practice and suggests that there are many forms of literacy, each with specific purposes and contexts in which they are used. The author provides a look at the many practical classroom strategies and practices that are necessary to recognize multiple pathways to literacy
