Ann Anderson is Professor, Curriculum and Pedagogy, University of British Columbia, Canada.Jim Anderson is Professor, Language and Literacy Education, University of British Columbia, Canada.Marianne McTavish is Senior Instructor, Language and Literacy Education, University of British Columbia, Canada.Jan Hare is Associate Professor, Language and Literacy Education, University of British Columbia, Canada.

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• ContentsForewordAllan LukePrefaceAcknowledgementsChapter 1: Language, learning and culture in early childhood: Home, school and community contexts-An IntroductionAnn Anderson, Jim Anderson, Jan Hare, Marianne McTavish & Tess PrendergastChapter 2: Young children’s emerging identities as bilingual and biliterate students: The role of contextEurydice Bouchereau Bauer & Beatriz GuerreroChapter 3: Halq’eméylem language revitalizationMargaret MacDonald & Danièle MooreChapter 4: Speaking English isn’t thinking English: Exploring young Aboriginal children’s mathematical experiences through Aboriginal perspectives Lisa Lunney Borden & Elizabeth MunroeChapter 5: "Now he knows that there are two kinds of writing, two kinds of reading": Insights and issues in working with immigrant and refugee families and communities in a bilingual family literacy programJim Anderson, Nicola Friedrich, Laura Teichert & Fiona Morrison Chapter 6: Social class, culture, and Asian children’s home and school literacy connection: The Case for cultural reciprocity in early literacy educationGuofang LiChapter 7: Considering place for connecting mathematics, community and cultureCynthia Nicol, Joanne Yovanovich & Alison Gear Chapter 8: Culture and mathematical learning: A case study of South-Asian parents and children playing a board gameAnn Anderson, Ji Eun Kim, and Sylvia McLellanChapter 9: Reconceptualizing "parent and child together time" in family literacy programs: Lessons learned from refugee and immigrant familiesMarianne McTavish and Kimberly Lenters Chapter 10: What is involved in modeling the world with mathematics Terezinha NunesChapter 11: Indigenous pedagogies in early learning settings: Linking community knowledge to school-based learningJan HareChapter 12: Sailing the ship while we study it: Culturally responsive research strategies in early childhood contextsAmy Noelle ParksChapter 13: A critical analysis of culturally and linguistically diverse community participation in Canadian early childhood education: Power relations, tensions and possibilitiesLuigi IannacciChapter 14: Looking back, looking ahead: Reflections on the intersection of language, culture, and learning in early childhoodNicola Friedrich, Ji Eun Kim, Sylvia McLellan, Tess Prendergast, Harini Rajagopal, & Laura Teichert,

Ann Anderson is Professor, Curriculum and Pedagogy, University of British Columbia, Canada.Jim Anderson is Professor, Language and Literacy Education, University of British Columbia, Canada.Marianne McTavish is Senior Instructor, Language and Literacy Education, University of British Columbia, Canada.Jan Hare is Associate Professor, Language and Literacy Education, University of British Columbia, Canada.

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• ContentsForewordAllan LukePrefaceAcknowledgementsChapter 1: Language, learning and culture in early childhood: Home, school and community contexts-An IntroductionAnn Anderson, Jim Anderson, Jan Hare, Marianne McTavish & Tess PrendergastChapter 2: Young children’s emerging identities as bilingual and biliterate students: The role of contextEurydice Bouchereau Bauer & Beatriz GuerreroChapter 3: Halq’eméylem language revitalizationMargaret MacDonald & Danièle MooreChapter 4: Speaking English isn’t thinking English: Exploring young Aboriginal children’s mathematical experiences through Aboriginal perspectives Lisa Lunney Borden & Elizabeth MunroeChapter 5: "Now he knows that there are two kinds of writing, two kinds of reading": Insights and issues in working with immigrant and refugee families and communities in a bilingual family literacy programJim Anderson, Nicola Friedrich, Laura Teichert & Fiona Morrison Chapter 6: Social class, culture, and Asian children’s home and school literacy connection: The Case for cultural reciprocity in early literacy educationGuofang LiChapter 7: Considering place for connecting mathematics, community and cultureCynthia Nicol, Joanne Yovanovich & Alison Gear Chapter 8: Culture and mathematical learning: A case study of South-Asian parents and children playing a board gameAnn Anderson, Ji Eun Kim, and Sylvia McLellanChapter 9: Reconceptualizing "parent and child together time" in family literacy programs: Lessons learned from refugee and immigrant familiesMarianne McTavish and Kimberly Lenters Chapter 10: What is involved in modeling the world with mathematics Terezinha NunesChapter 11: Indigenous pedagogies in early learning settings: Linking community knowledge to school-based learningJan HareChapter 12: Sailing the ship while we study it: Culturally responsive research strategies in early childhood contextsAmy Noelle ParksChapter 13: A critical analysis of culturally and linguistically diverse community participation in Canadian early childhood education: Power relations, tensions and possibilitiesLuigi IannacciChapter 14: Looking back, looking ahead: Reflections on the intersection of language, culture, and learning in early childhoodNicola Friedrich, Ji Eun Kim, Sylvia McLellan, Tess Prendergast, Harini Rajagopal, & Laura Teichert,

Ann Anderson is Professor, Curriculum and Pedagogy, University of British Columbia, Canada.Jim Anderson is Professor, Language and Literacy Education, University of British Columbia, Canada.Marianne McTavish is Senior Instructor, Language and Literacy Education, University of British Columbia, Canada.Jan Hare is Associate Professor, Language and Literacy Education, University of British Columbia, Canada.

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• ContentsForewordAllan LukePrefaceAcknowledgementsChapter 1: Language, learning and culture in early childhood: Home, school and community contexts-An IntroductionAnn Anderson, Jim Anderson, Jan Hare, Marianne McTavish & Tess PrendergastChapter 2: Young children’s emerging identities as bilingual and biliterate students: The role of contextEurydice Bouchereau Bauer & Beatriz GuerreroChapter 3: Halq’eméylem language revitalizationMargaret MacDonald & Danièle MooreChapter 4: Speaking English isn’t thinking English: Exploring young Aboriginal children’s mathematical experiences through Aboriginal perspectives Lisa Lunney Borden & Elizabeth MunroeChapter 5: "Now he knows that there are two kinds of writing, two kinds of reading": Insights and issues in working with immigrant and refugee families and communities in a bilingual family literacy programJim Anderson, Nicola Friedrich, Laura Teichert & Fiona Morrison Chapter 6: Social class, culture, and Asian children’s home and school literacy connection: The Case for cultural reciprocity in early literacy educationGuofang LiChapter 7: Considering place for connecting mathematics, community and cultureCynthia Nicol, Joanne Yovanovich & Alison Gear Chapter 8: Culture and mathematical learning: A case study of South-Asian parents and children playing a board gameAnn Anderson, Ji Eun Kim, and Sylvia McLellanChapter 9: Reconceptualizing "parent and child together time" in family literacy programs: Lessons learned from refugee and immigrant familiesMarianne McTavish and Kimberly Lenters Chapter 10: What is involved in modeling the world with mathematics Terezinha NunesChapter 11: Indigenous pedagogies in early learning settings: Linking community knowledge to school-based learningJan HareChapter 12: Sailing the ship while we study it: Culturally responsive research strategies in early childhood contextsAmy Noelle ParksChapter 13: A critical analysis of culturally and linguistically diverse community participation in Canadian early childhood education: Power relations, tensions and possibilitiesLuigi IannacciChapter 14: Looking back, looking ahead: Reflections on the intersection of language, culture, and learning in early childhoodNicola Friedrich, Ji Eun Kim, Sylvia McLellan, Tess Prendergast, Harini Rajagopal, & Laura Teichert,