Author Description

By drawing on the experiences of children aged 3-8 attending schools in Britain, Germany, Iceland, Australia and the USA, the authors of these 11 case studies aim to provide insights into what it means for young children to enter a new language and culture in school. The book examines the scope of out-of-school language and learning practices, that is, the role of care givers, siblings and community language classes. It suggests ways in which the teacher can act as mediator of a new language and culture in school, and aims to help teachers develop culturally-responsive teaching programmes based on an awareness of the knowledge children bring from home and the community.