Bilingual Children's Language and Literacy Development

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Roger Barnard, Ted Glynn
Multilingual Matters, Jan 1, 2003 - Language Arts & Disciplines - 287 pages
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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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Contents

Population Politics and Policy
8
A Community Elders Role in Improving Reading and Writing
36
Reciprocal Language Learning for Maori Students and Parents
59
Samoan Childrens Bilingual Language and Literacy Development
80
A FiveYearOld Samoan Boy Interacts with his Teacher in
108
Students from Diverse Language Backgrounds in the Primary
136
Jack A Korean Learner
166
The Construction of Learning Contexts for Deaf Bilingual Learners
194
Community Language Teacher Education Needs in New Zealand
225
Students as Fact Gatherers in LanguageinEducation Planning
247
A Way Forward
273
Glossary of Terms Used in This Book
282
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About the author (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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