Details

Autor(en) / Beteiligte

• Borden, Rebecca

Titel

Book review: Eurydice Boucheraeu Bauer & Meleidis Gort (Eds.), Early biliteracy development: Exploring young learners’ use of their linguistic resources

Ist Teil von

• Language Teaching Research, 2014, Vol.18 (1), p.137-139

Ort / Verlag

London, England: SAGE Publications

Erscheinungsjahr

2014

Link zum Volltext

Quelle

Alma/SFX Local Collection

Beschreibungen/Notizen

• [...]Bauer and Gort report that children are able to use their knowledge of both languages to support their literacy development, and that the context of learning shapes their literacy (p. 185). What can caregivers and teachers do to support the development of emerging bilinguals? (p.12) Book reviews 138 Language Teaching Research 18(1) The use of case studies and diversity in language is relevant for both caregivers and educators, as it sets the stage for the real-world contexts they may be experiencing with bilingual and biliterate children. [...]the insight provided from the availability of such programs suggests the need and success of dual language instruction and literacy for students, and could perhaps enlighten others to revisit the idea of implementing bilingual programs in pre-kindergarten and elementary schools to maximize, promote, and enhance bilingual learners literacy development. In Chapters 79 Nanda Dimitrov discusses disciplinary communication competence and illuminates the changing nature of academic discourse, Dale Griffee uses Grounded Theory to analyse the construction of teacher identity, and Miriam Ferzli et al. use Fullers (1969) Stages of Concern theory with data from questionnaires to track TA development: from preoccupation with self to eventual concern with student learning.