Ethnic Minority Children Acquiring Literacy

Second language learning, particularly among adults, causes more difficulty. The purpose of this series is to compile a collection of high-quality monographs on language acquisition.

Ethnic Minority Children Acquiring Literacy

Language acquisition is a human endeavor par excellence. As children, all human beings learn to understand and speak at least one language: their mother tongue. It is a process that seems to take place without any obvious effort. Second language learning, particularly among adults, causes more difficulty. The purpose of this series is to compile a collection of high-quality monographs on language acquisition. The series serves the needs of everyone who wants to know more about the problem of language acquisition in general and/or about language acquisition in specific contexts.

Functional Literacy

The mismatch of child language and school language: Implications of beginning reading instruction. In: L. Resnick & P. Weaver (Eds.), ... Ethnic minority children acquiring literacy (doctoral dissertation). Dordrecht: Foils.

Functional Literacy

The purpose of the volume is to open up new perspectives in the study of literacy by bringing together current research findings from linguistics, psychology, sociology and anthropology. The book divides into five parts. The first part deals with theoretical questions related to the definition and the modeling of the construct of functional literacy. The second part goes into the notion of literacy development. Both societal and individual aspects of literacy development are taken into account. In the next two parts the actual achievement of literacy in various regions of the world is dealt with. In part 3 the focus is on attaining literacy in developing societies, and in part 4 on attaining literacy in industrialized societies. In the final part the question is raised how functional literacy can be promoted through education. Starting from a cross-cultural perspective the central issue is how standards of functional literacy can be established throughout the world.

Literacy Development in A Multilingual Context

eracy and functional literacy, even after home stimulation as a predictor of both L1 and L2 literacy skills was accounted for. ... Tilburg, the Netherlands: Tilburg University Press. ... Ethnic minority children acquiring literacy.

Literacy Development in A Multilingual Context

During the past decades, literacy has gradually become a major concern all over the world. Though there is a great diversity in both the distribution and degree of literacy in different countries, there has been an increasing awareness of the number of illiterates and the consequences of being illiterate. However, literacy is no longer seen as a universal trait. When one focuses on culturally-sensitive accounts of reading and writing practices, the concept of literacy as a single trait does not seem very feasible. A multiplicity of literacy practices can be distinguished which are related to specific cultural contexts and associated with relations of power and ideology. As such, literacy can be seen as a lifelong context-bound set of practices in which an individual's needs vary with time and place. This volume explores the use of literacy outside the mainstream in different contexts throughout the world. It is divided into four sections. Section 1 presents an anthropological perspective--analyzing the society and the individual in a society. Section 2 presents a psychological perspective--focusing on the individuals themselves and analyzing the cognitive and affective development of young children as they acquire literacy in their first and second languages. Section 3 presents an educational perspective--highlighting the variations in educational approaches in different societies as well as the outcomes of these approaches. Section 4 summarizes the studies presented in this volume. Both theoretical issues and educational implications related to the development of literacy in two languages are discussed. An attempt is also made to open up new directions in the study of literacy development in multilingual contexts by bringing these various disciplinary perspectives together.

Handbook of Early Literacy Research

Language choice and functional differentiation of languages in bilingual parent–child reading. Applied Psycholinguistics, 17, 461–484. Verhoeven, L. (1987). Ethnic minority children acquiring literacy. Dordrecht, The Netherlands: Foris.

Handbook of Early Literacy Research

Current research increasingly highlights the role of early literacy in young children's development--and facilitates the growth of practices and policies that promote success among diverse learners. The Handbook of Early Literacy Research presents cutting-edge knowledge on all aspects of literacy learning in the preschool years. Volume 1 covers such essential topics as major theories of early literacy; writing development; understanding learning disabilities, including early intervention approaches; cultural and socioeconomic contexts of literacy development; and tutoring programs and other special intervention efforts.

International Handbook of Literacy and Technology

However, acquiring literacy skills requires active participation on the part of the students. ... many school teachers and educators in societies throughout the world, the education of ethnic minority children poses a real problem (cf.

International Handbook of Literacy and Technology

This Handbook provides a comprehensive and international representation of state-of-the art research, theory, and practice related to principal areas in which significant developments are occurring in the study of literacy and technology. It offers a glimpse of the commonalities faced by literacy educators around the world, together with specific challenges raised by unique circumstances. Volume I of this Handbook endeavored to lay essential groundwork for the study of literacy and technology; it retains an explanatory value that will not weaken over time. Volume II differs considerably in conception. It assumes for the most part a higher level of expertise on the part of readers, and the projects and applications described by the contributors are characterized by greater sophistication. The scope of technology use is broader, and the challenges that have emerged are in sharper focus. A powerful feature of this volume is the addition of commentaries from experts across the field on the potential of technology in key dimensions of literacy. The title of Volume II has changed slightly to reflect the inclusion of contributions on a broad geographic basis. It is now a truly international Handbook, with chapter authors from six countries and five continents. The International Handbook of Literacy and Technology: Volume II is organized in five sections: *The Role of Technology in the New Literacies; *Technology Applications with Specific Populations; *Literacy Software and the Internet; *Teacher Education and Professional Development; and *The Potential of Technology in Key Dimensions of Literacy. The effects of technology on literate activity have been both sweeping and subtle, marked by an increasing variety of changes that are difficult to evaluate and project. Perhaps the only prediction that can be offered with certainty is that the impact of technology is irreversible. Specific changes may come and go, but literacy and technology seem inextricably linked. This Handbook is dedicated to that linkage and to examining the intricacies that define it. International Handbook of Literacy and Technology: Volume II is an essential reference for researchers, professionals, and students in reading/literacy education, literacy and technology, educational technology, and related areas, and will serve well as a text for upper-level and graduate courses on these topics.

Many Pathways to Literacy

Young Children Learning with Siblings, Grandparents, Peers and Communities Eve Gregory, Susi Long, Dinah Volk. Tharp, R. and Gallimore, ... Verhoeven, L. (1987) Ethnic Minority Children Acquiring Literacy, Dordrecht: Foris ...

Many Pathways to Literacy

This unique and visionary text is a compilation of fascinating studies conducted in a variety of cross-cultural settings where children learn language and literacy with siblings, grandparents, peers and community members. Focusing on the knowledge and skills of children often invisible to educators, these illuminating studies highlight how children skilfully draw from their varied cultural and linguistic worlds to make sense of new experiences. The vastly experienced team of contributors provide powerful demonstrations of the generative activity of young children and their mediating partners - family members, peers, and community members - as they syncretise languages, literacies and cultural practices from varied contexts. Through studies grounded in home, school, community school, nursery and church settings, we see how children create for themselves radical forms of teaching and learning in ways that are not typically recognised, understood or valued in schools. This book will be invaluable reading for teachers, teacher educators, researchers and policy-makers who seek to understand the many pathways to literacy and use that knowledge to affect real change in schools.

The SAGE Handbook of Early Childhood Literacy

JohnSteiner, V. (1985) 'The road to competence in an alien land: A Vygotskian perspective on bilingualism' in J.V. Wertsch (ed.) ... Verhoeven, L. (1987) Ethnic Minority Children Acquiring Literacy. Dordrecht: Foris.

The SAGE Handbook of Early Childhood Literacy

This new edition of the much-loved Handbook of Early Childhood Literacy has been revised and updated to retain its cutting-edge focus on emergent and important areas of research. This comprehensive work guides the reader through current social, cultural and historical analysis on a global scale. The new edition contains a greater range of methodologies, and chapters on: - space and literacy - disabilities and early childhood literacy - digital literacies - indigenous literacy - play and literacy - policy In the Handbook, readers will find coverage of all the key topics in early childhood literacy. The exceptional list of contributors offers in-depth expertise in their respective areas of knowledge. The Handbook is essential for Undergraduate students; Masters students; PhD students; CPD students; researchers, and literacy-centre personel. 'The second edition of this internationally respected and widely used text encompases a myriad of new issues and insights, both through new contributions and thoughtfully revised chapters which raise fresh questions and challenges for research and practice. In pushing the boundaries still further, the handbook retains its rightful place at the forefront of research into early childhood literacy practice in the 21st century' -Professor Teresa Cremin, Open University UK 'This handbook provides in-depth knowledge of insights and theories about the dynamic process of how children come to know literacy as thinking humans in social and cultural spaces. There is a rich array of research perspectives of children's meaning-making through family and digital liteacies, play and literacy, and in-school and out-of-school literacy experiences' - Yetta Goodman, Regents Professor, University of Arizona

Meeting the Needs of Ethnic Minority Children

She was also described as having learning difficulties , and for the past year had received fairly intensive remedial help to which she had responded well ; the school said she was beginning to acquire literacy skills .

Meeting the Needs of Ethnic Minority Children

Offering practical guidelines based on research and practice, this book focuses on some of the most topical issues among those working with children from ethnic minorities. Experts from a variety of disciplines look at the various aspects of such work.

Language and Intergroup Relations in Flanders and in the Netherlands

Second , the sociocultural variables used were indirectly observed so that their validity can be questioned ( see ... Verhoeven , L.Th. ( 1987b ) Ethnic minority children acquiring literacy , Ph.D.Dissertation K.U.Brabant . both parents ...

Language and Intergroup Relations in Flanders and in the Netherlands


Acquisition of Reading in Dutch

However, in programs for non-indigenous minority children the mother tongue usually has low prestige and L2 may thus ... The results of Verhoeven's study on Turkish children acquiring literacy in Dutch indicate that second language ...

Acquisition of Reading in Dutch

Language acquisition is a human endeavor par excellence. As children, all human beings learn to understand and speak at least one language: their mother tongue. It is a process that seems to take place without any obvious effort. Second language learning, particularly among adults, causes more difficulty. The purpose of this series is to compile a collection of high-quality monographs on language acquisition. The series serves the needs of everyone who wants to know more about the problem of language acquisition in general and/or about language acquisition in specific contexts.

Bilinguality and Bilingualism

The processes of the development of ethnic identity have been studied with ethnic - minority children who are prone ... Some children acquire literacy in the heritage language through bilingual education programs or , as may be the case ...

Bilinguality and Bilingualism

Presents state-of-the-art knowledge about languages in contact from individual bilingualism (or bilinguality) to societal bilingualism.

Writing Development

Ethnic Minority Children Acquiring Literacy Published Doctoral Dissertation. Berlin: De Gruyter Verhoeven, L. (l987)b. Literacy in a second language context: Teaching immigrant children to read. Educational Review 39, 245-261 Verhoeven, ...

Writing Development

This volume presents a selection of papers presented at a series of three workshops organized by the Network “Written Language and Literacy” as launched by the European Science Foundation. The main topics making up Writing Development are: (1) Writing and literacy acquisition: Links between speech and writing, with contributions by David R. Olson, Claire Blanche-Benveniste, Emilia Ferreiro, Ruth Berman, Liliana Tolchinsky & Ana Teberosky; (2) Writing and reading in time and culture, with contributions by Collette Sirat, Françoise Desbordes, Harmut Günther, Peter Koch, & Jean Hébrard: (3) Written language competence in monolingual and bilingual contexts, with contributions by Michel Fayol & Serge Mouchon, Georges Lüdi, & Ludo Verhoeven; (4) Writing systems, brain structures and languages: A neurolinguistic view, with contributions by Giuseppe Cossu, Heinz Wimmer & Uta Frith, & Brian Butterworth. The volume heads off with an extensive introduction “Studying writing and writing acquisition today: A multidisciplinary view”.

Learning to Read in a New Language

Literacy Learning and Teaching: Language as Social Practice in The Primary School. Melbourne: Macmillan. Verhoeven, L. (1987) Ethnic Minority Children Acquiring Literacy. Dordrecht: Foris. Volk, D., with de Acosta, M. (2004) Mediating ...

Learning to Read in a New Language

'[This book] is a helpful edition to a field where there is a limited amount of good literature to support teachers dealing with second language acquisition in the classroom' - ESCalate `Gregory's book is an important and timely contribution to the literature on literacy, biliteracy, second language learning and early childhood education, synthesizing cutting-edge research, perspectives and teaching approaches in a clear and accessible way. Overall, it is a terrific resource' - Dinah Volk Across the world, an increasing number of young children are learning to read in languages different from their mother tongue, and there is a clear need for a book which addresses the ways in which these children should be taught. Eve Gregory's book is unique in doing so. Building upon the ideas proposed in Making Sense of a New World, this second edition widens its scope, arguing for the limitations of policies designed for 'monolingual minds' in favour of methodologies which put plurilingualism at the centre of literacy tuition. This book offers a practical reading programme -- an 'Inside-Out' (starting from experience) and 'Outside-In' (starting from literature) approach to teaching which can be used with individuals, small groups and whole classes. It uses current sociocultural theory, while drawing on examples of children from America, Australia, Britain, China, France, Singapore, South Africa and Thailand who are engaged in learning to read nursery rhymes and songs, storybooks, letters, the Bible and the Qur'an as well as school texts, in languages they do not speak fluently. Gregory argues that, in order for literacy tuition to be successful, reading must make sense -- children must feel part of a community of readers. There is no common method which they use to learn, but rather a shared aim to which they aspire: making sense of a new world through new words. Eve Gregory is Professor of Language and Culture in Education at Goldsmiths, University of London.

Maintenance and Loss of Minority Languages

"The Turkish Vocabulary of Bilingual Turkish Children living in the Netherlands." Paper presented at The Fourth Conference on Turkish Linguistics, Ankara, August 17-19, 1988. ... Ethnic minority children acquiring literacy.

Maintenance and Loss of Minority Languages

The papers in this volume describe a wide variety of language contact settings in which one or more languages are in a process of shift. In the first part of the book theoretical perspectives are presented, followed by linguistic, sociological and descriptive studies of languages and countries that have attracted the interest of researchers before, as well as less well known examples. Data are presented from: the Philippines, Korea, Japan, Israel, The Netherlands, Belgium, Canada, Sweden, Spain, Denmark, Morocco, Finland, Malaysia, Germany, USA, Ireland, India, Tanzania and Australia.

Handbook of Early Childhood Literacy

Verhoeven, L. (1987) Ethnic Minority Children Acquiring Literacy. Dordrecht: Foris. Vygotsky, L. (1962) Thought and Language. Cambridge, MA: MIT Press. Wagner, D.A. (1993) Literacy, Culture and Development: Becoming Literate in Morocco.

Handbook of Early Childhood Literacy

"This volume examines early literacy research on a global scale and puts social, cultural, and historical analyses in the front seat--without losing sight of individual and family-level matters in the process. It is comprehensive, ground-breaking, and provocative, and should help literacy researchers to think differently about the field." --Marjorie Faulstich Orellana, School of Education and Social Policy, Northwestern University "No other publication that I am aware of brings together views from such diverse disciplines, contributing to a comprehensive statement about early childhood literacy. The Handbook not only reviews the current field of situated literacy but presents some important and exciting new research. It is a significant resource that promises to become a landmark text." --Eve Bearne, University of Cambridge, Faculty of Education, U.K. "This handbook brings together an astonishing array of writers who explore contemporary political, cultural, and cognitive understandings of early childhood literacy. Literacy and literacy acquisition are broadly defined here to encompass not just traditional notions of reading and writing, but multimodalities, multiliteracies, and critical literacies. . . It is rich and comprehensive, an invaluable resource for scholars, educators, and students of early childhood literacy." --Elsa Auerbach, Professor of English, University of Massachusetts, Boston "This book is unique in its broad consideration of topics and its global focus . . . I particularly appreciate how the editors have situated current research in an historical context. They have also included development issues, pedagogy, research, and the newest areas of interest--critical literacy and popular culture." --Diane Barone, University of Nevada, Reno In recent years there has been a virtual revolution in early childhood studies, with a mass of books and papers seeking to re-examine and reposition childhood. At the same time an equally significant area has developed within literacy studies, reflecting a growing interest in the nature of literacy as a socially situated phenomenon. There is increased interest in literacy as a multimodal concept in which symbolic meaning is a central concept, rather than more conventional and narrower notions of literacy. The Handbook of Early Childhood Literacy is central in providing access to all these different perspectives. The Handbook offers a way through the vast diversity of publications on early childhood literacy by providing comprehensive and up-to-date reviews of research and thinking in early childhood literacy. The arrangement of chapters reflects a contemporary perspective on research into early childhood literacy. Major sections include: the global world of early childhood literacy; childhood literacy and family, community and culture; the development of literacy in early childhood; pedagogy and early childhood literacy and researching early childhood literacy. Contributions by leading authorities focus on literacy as a socially situated and global experience, one that is evolving in relation to changes in contemporary culture and technological innovation.

City Literacies

Verhoeven, L. (1987) Ethnic Minority Children Acquiring Literncy, Dordrecht: Foris. ... Wagner, D. (1993) Literary, Culture and Development: Beroming Literate in Morocro, Camhridge: Camhridge University Press. Waterland, L. (1985) Read ...

City Literacies

City Literacies explores the lives and literacies of different generations of people living in two contrasting areas of London at the end of the 20th century: Spitalfields and the City. This contrast outwardly symbolizes the huge difference between poverty and wealth existing in Britain at this time. The book presents a study of living, learning and reading as it has taken place in public settings, including the school classroom, clubs, places of worship, theatres, and in the home. Over fifty people recount their memories of learning to read in different contexts and circumstances.

Perspectives on Language and Language Development

Pedagogische Studiën, 68, 9, 415–425. Verhoeven, L. (1987a). Ethnic minority children acquiring literacy. Berlin: Mouton/De Gruyter. Verhoeven, L. (1987b). Literacy in a second language context: Teaching immigrant children to read.

Perspectives on Language and Language Development

Perspectives on Language and Language Development brings together new perspectives on language, discourse and language development in 31 chapters by leading scholars from several countries with diverging backgrounds and disciplines. It is a comprehensive overview of language as a rich, multifaceted system, inspired by the lifework of Ruth A. Berman. Edited by Dorit Ravid and Hava Bat-Zeev Shyldkrot, both from Tel Aviv University, Israel, the book offers state-of-the-art portrayals of linguistic and psycholinguistic phenomena with new insights on the interrelations of language structure, discourse theory, and the development of language and literacy. The volume presents innovative investigations on the interface of language and narrative in a broad range of languages, with a section devoted to linguistic studies of Modern Hebrew. It traces the development of language and literacy from early childhood through adolescence to maturity in spoken and written contexts, and in monolingual as well as multilingual perspectives. Linguists, psycholinguists, discourse scholars, cognitive psychologists, language teachers, education experts, and clinicians working in the field of language and discourse will find this book extremely useful both as a textbook and as a source of information.

Kontaktlinguistik Contact Linguistics Linguistique de Contact 1 Halbband

Whether one or more languages are used for instruction at school and which language and literacy abilities are taken as educational objectives for ethnic minority children depends on language education policies.

Kontaktlinguistik   Contact Linguistics   Linguistique de Contact  1  Halbband

The series Handbooks of Linguistics and Communication Science is designed to illuminate a field which not only includes general linguistics and the study of linguistics as applied to specific languages, but also covers those more recent areas which have developed from the increasing body of research into the manifold forms of communicative action and interaction.

Breaking the Boundaries

Migrant Workers' Children in the EC Euan Reid, Hans H. Reich ... VERHOEVEN , L. 1987 , Ethnic Minority Children Acquiring Literacy . ... In G. Extra and T. Vallen ( eds ) Ethnic Minorities and Dutch as a Second Language .

Breaking the Boundaries

Based on a comparative analysis of 15 projects on the education of children of migrant workers in 10 European Community countries, this book provides descriptions of advanced practice, problems encountered and solutions found. The results are summarized under such headings as equality of opportunity, education for bilingualism, intercultural education and anti-racist approaches.

Community Languages in the Netherlands

PFAFF, C. (1991), Turkish in contact with German: language maintenance and loss among immigrant children in Berlin (West). In: International Journal of the ... VERHOEVEN, L. (1987b), Ethnic minority children acquiring literacy.

Community Languages in the Netherlands

This book focuses on the international and educational context of ethnic communities and their language varieties in the Netherlands. It presents major trends in Dutch research on community languages and cross-cultural evidence on reported vs observed use of community languages at Dutch schools.