Author: Margaret Harris
Publisher: Psychology Press
ISBN: 1135064776
Category : Psychology
Languages : en
Pages : 154
Book Description
Addresses one debate in language development, namely the relationship between children's language development and their language experience.
Language Experience and Early Language Development
Author: Margaret Harris
Publisher: Psychology Press
ISBN: 1135064776
Category : Psychology
Languages : en
Pages : 154
Book Description
Addresses one debate in language development, namely the relationship between children's language development and their language experience.
Publisher: Psychology Press
ISBN: 1135064776
Category : Psychology
Languages : en
Pages : 154
Book Description
Addresses one debate in language development, namely the relationship between children's language development and their language experience.
Language Development and Education
Author: P. Menyuk
Publisher: Springer
ISBN: 0230504329
Category : Language Arts & Disciplines
Languages : en
Pages : 232
Book Description
We now know much more about the process of language development in all children, and also much more about variations in the process due to multi-cultural and multi-linguistic backgrounds, and developmental anomalies. The book describes both the remarkable changes in language knowledge and use that occur from infancy through high school, and also the differences in the process due to variations in experience. What has been found to be good educational practice during each of these stages is discussed, emphasising that among other things, good practice involves awareness of, and planning for, diversity in the abilities of children.
Publisher: Springer
ISBN: 0230504329
Category : Language Arts & Disciplines
Languages : en
Pages : 232
Book Description
We now know much more about the process of language development in all children, and also much more about variations in the process due to multi-cultural and multi-linguistic backgrounds, and developmental anomalies. The book describes both the remarkable changes in language knowledge and use that occur from infancy through high school, and also the differences in the process due to variations in experience. What has been found to be good educational practice during each of these stages is discussed, emphasising that among other things, good practice involves awareness of, and planning for, diversity in the abilities of children.
Emergent Literacy and Language Development
Author: Paula M. Rhyner
Publisher: Guilford Press
ISBN: 1606233653
Category : Language Arts & Disciplines
Languages : en
Pages : 257
Book Description
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. Vivid case examples illustrate specific ways to collaborate with parents to give all children a strong foundation for school readiness and success.
Publisher: Guilford Press
ISBN: 1606233653
Category : Language Arts & Disciplines
Languages : en
Pages : 257
Book Description
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. Vivid case examples illustrate specific ways to collaborate with parents to give all children a strong foundation for school readiness and success.
Language Experience and Early Language Development
Author: Margaret Harris
Publisher: Psychology Press
ISBN: 1135064768
Category : Psychology
Languages : en
Pages : 168
Book Description
Addresses one debate in language development, namely the relationship between children's language development and their language experience.
Publisher: Psychology Press
ISBN: 1135064768
Category : Psychology
Languages : en
Pages : 168
Book Description
Addresses one debate in language development, namely the relationship between children's language development and their language experience.
Early Language Development
Author: Linda Mawhinney
Publisher:
ISBN: 9781586504687
Category : Children
Languages : en
Pages : 52
Book Description
A collection of reproducible handouts designed to provide parents and caregivers with simple, practical suggestions to stimulate the development of language comprehension, verbal expression, and intelligible speech.
Publisher:
ISBN: 9781586504687
Category : Children
Languages : en
Pages : 52
Book Description
A collection of reproducible handouts designed to provide parents and caregivers with simple, practical suggestions to stimulate the development of language comprehension, verbal expression, and intelligible speech.
Communication, Language and Literacy from Birth to Five
Author: Avril Brock
Publisher: SAGE
ISBN: 1412945895
Category : Education
Languages : en
Pages : 144
Book Description
'Communication, Language and Literacy From Birth to Five' helps the reader develop their knowledge, skills and practice in encouraging and promoting communication, language and literacy for babies and young children.
Publisher: SAGE
ISBN: 1412945895
Category : Education
Languages : en
Pages : 144
Book Description
'Communication, Language and Literacy From Birth to Five' helps the reader develop their knowledge, skills and practice in encouraging and promoting communication, language and literacy for babies and young children.
Meaningful Differences in the Everyday Experience of Young American Children
Author: Betty Hart
Publisher:
ISBN:
Category : Child development
Languages : en
Pages : 0
Book Description
Publisher:
ISBN:
Category : Child development
Languages : en
Pages : 0
Book Description
Funds of Knowledge
Author: Norma Gonzalez
Publisher: Routledge
ISBN: 1135614059
Category : Education
Languages : en
Pages : 332
Book Description
The concept of "funds of knowledge" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents "how to do school" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education.
Publisher: Routledge
ISBN: 1135614059
Category : Education
Languages : en
Pages : 332
Book Description
The concept of "funds of knowledge" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents "how to do school" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education.
Child Discourse
Author: Susan Ervin-Tripp
Publisher: Elsevier
ISBN: 1483294528
Category : Psychology
Languages : en
Pages : 281
Book Description
Child Discourse contains papers presented in a symposium on child discourse at the annual meeting of the American Anthropological Association in Mexico City in November 1974. Three other papers, one presented by Edelsky at the same meeting, and two by Dore and Garvey, are also included to broaden the scope of methods and issues considered. Organized into three parts, this book generally aims at describing and analyzing social and linguistic knowledge of a child in utilizing language to project socially appropriate identities and to engage in purposive social acts. Part I focuses on children's speech events, while Part II centers more on function and act. The last part takes into consideration the social aspect of language usage among children.
Publisher: Elsevier
ISBN: 1483294528
Category : Psychology
Languages : en
Pages : 281
Book Description
Child Discourse contains papers presented in a symposium on child discourse at the annual meeting of the American Anthropological Association in Mexico City in November 1974. Three other papers, one presented by Edelsky at the same meeting, and two by Dore and Garvey, are also included to broaden the scope of methods and issues considered. Organized into three parts, this book generally aims at describing and analyzing social and linguistic knowledge of a child in utilizing language to project socially appropriate identities and to engage in purposive social acts. Part I focuses on children's speech events, while Part II centers more on function and act. The last part takes into consideration the social aspect of language usage among children.
Research Methods for Understanding Child Second Language Development
Author: Yuko Goto Butler
Publisher: Taylor & Francis
ISBN: 1000637360
Category : Language Arts & Disciplines
Languages : en
Pages : 217
Book Description
Butler and Huang’s book is one of the first to focus on second language (L2) development research methods and techniques specifically targeted at children of primary and pre-primary years. The last decade has seen a growing number of L2 studies of children aged 4–12, a demographic with special developmental characteristics that confound research methods designed for studying adults. Written by experts from a variety of disciplines, this book covers major research methods and techniques in existing L2 development research, including observations, surveys, interviews, introspective methods, speech production methods, receptive methods, eye tracking, and brain imaging, as well as research methods specifically designed for L2 children with special educational needs. The book also discusses various age-related considerations and challenges if they are employed to young L2 learners. This will be essential reading for SLA, child development, and TESOL researchers, and students in these courses will benefit particularly from pedagogical material such as further readings and discussion questions.
Publisher: Taylor & Francis
ISBN: 1000637360
Category : Language Arts & Disciplines
Languages : en
Pages : 217
Book Description
Butler and Huang’s book is one of the first to focus on second language (L2) development research methods and techniques specifically targeted at children of primary and pre-primary years. The last decade has seen a growing number of L2 studies of children aged 4–12, a demographic with special developmental characteristics that confound research methods designed for studying adults. Written by experts from a variety of disciplines, this book covers major research methods and techniques in existing L2 development research, including observations, surveys, interviews, introspective methods, speech production methods, receptive methods, eye tracking, and brain imaging, as well as research methods specifically designed for L2 children with special educational needs. The book also discusses various age-related considerations and challenges if they are employed to young L2 learners. This will be essential reading for SLA, child development, and TESOL researchers, and students in these courses will benefit particularly from pedagogical material such as further readings and discussion questions.