Bilingual Children's Language and Literacy Development

Roger Barnard, Ted Glynn
Multilingual Matters, 2003 M01 1 - 287 páginas
This text contains case studies relating the experience of bilingual children in various settings in New Zealand primary schools. The contexts include a Maori immersion school, a Samoan bilingual unit, and mainstream classrooms which cater for immigrant and deaf children. Suggestions for educational policy, teacher development and research are made.

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A Way Forward
Roger Peddie
A Community Elders Role in Improving Reading and Writing
Reciprocal Language Learning for Māori Students and Parents
Samoan Childrens Bilingual Language and Literacy Development
A FiveYearOld Samoan Boy Interacts with his Teacher in
Students from Diverse Language Backgrounds in the Primary
Jack A Korean Learner
The Construction of Learning Contexts for Deaf Bilingual Learners
Community Language Teacher Education Needs in New Zealand
Students as Fact Gatherers in LanguageinEducation Planning
Glossary of Terms Used in This Book
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Acerca del autor (2003)

Roger Barnard is Chairman of the Department of General and Applied Linguistics at the University of Waikato, where he teaches postgraduate programmes in Second Language Teaching and Applied Linguistics. His current research interests focus on interaction in school and university classrooms, viewed from a sociocultural perspective. Ted Glynn is Foundation Professor of Teacher Eucation at the University of Waikato. He has a background in applied behaviour analysis, inclusive education, and bicultural and bilingual education as well as extensive experience in working to improve the literacy outcomes for Maori students in both mainstream and Maori immersion settings.

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