Originally published in 1997. By drawing on the experiences of children aged 3 to 8 attending schools in Britain, Germany, Iceland, Australia and the USA, the authors of these eleven case studies provide insights into what it means for young children to enter a new language and culture in school. They look at the scope of out-of-school language and learning practices (the role of care givers, siblings and community language classes) and go on to look at the ways in which the teacher can act as mediator of a new language and culture in school. This book helps teachers develop culturally responsive teaching programmes based on an awareness of the knowledge children bring from home and the community. The book will be of interest to early years and primary school teachers working in multilingual classrooms and students.

Originally published in 1997. By drawing on the experiences of children aged 3 to 8 attending schools in Britain, Germany, Iceland, Australia and the USA, the authors of these eleven case studies provide insights into what it means for young children to enter a new language and culture in school. They look at the scope of out-of-school language and learning practices (the role of care givers, siblings and community language classes) and go on to look at the ways in which the teacher can act as mediator of a new language and culture in school. This book helps teachers develop culturally responsive teaching programmes based on an awareness of the knowledge children bring from home and the community. The book will be of interest to early years and primary school teachers working in multilingual classrooms and students.

Originally published in 1997. By drawing on the experiences of children aged 3 to 8 attending schools in Britain, Germany, Iceland, Australia and the USA, the authors of these eleven case studies provide insights into what it means for young children to enter a new language and culture in school. They look at the scope of out-of-school language and learning practices (the role of care givers, siblings and community language classes) and go on to look at the ways in which the teacher can act as mediator of a new language and culture in school. This book helps teachers develop culturally responsive teaching programmes based on an awareness of the knowledge children bring from home and the community. The book will be of interest to early years and primary school teachers working in multilingual classrooms and students.