Complex factors affect young children and their families in today’s increasingly diverse world characterized by globalization, the transnational movement of people, and neo-liberal government policies in western and industrialized countries. This book focuses on three of these factors—culture, language and learning—and how they affect children’s development and learning in the context of their communities, families and schools. Taking an ecological perspective, it challenges normative and hegemonic views of young children’s language, literacy and numeracy development and offers examples of demonstrated educational practices that acknowledge and build on the knowledge that children develop and learn in culturally specific ways in their homes and communities.
The authors highlight issues and perspectives that are particular to Indigenous people who have been subjected to centuries of assimilationist and colonialist policies and practices, and the importance of first or home language maintenance and its cognitive, cultural, economic, psychological and social benefits. Links are provided to a package of audio-video resources (http://blogs.ubc.ca/intersectionworkshop/) including key note speeches and interviews with leading international scholars, and a collection of vignettes from the workshop from which this volume was produced .
Contents
Foreword
Allan Luke
Preface
Acknowledgements
Chapter 1: Language, learning and culture in early childhood: Home, school
and community contexts-An IntroductionAnn Anderson, Jim Anderson, Jan Hare,
Marianne McTavish & Tess Prendergast
Chapter 2: Young childrens emerging identities as bilingual and biliterate
students: The role of context
Eurydice Bouchereau Bauer & Beatriz Guerrero
Chapter 3: Halqeméylem language revitalization
Margaret MacDonald & Danièle Moore
Chapter 4: Speaking English isnt thinking English: Exploring young
Aboriginal childrens mathematical experiences through Aboriginal
perspectives
Lisa Lunney Borden & Elizabeth Munroe
Chapter 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 program
Jim Anderson, Nicola Friedrich, Laura Teichert & Fiona Morrison
Chapter 6: Social class, culture, and Asian childrens home and school
literacy connection: The Case for cultural reciprocity in early literacy
education
Guofang Li
Chapter 7: Considering place for connecting mathematics, community and
culture
Cynthia Nicol, Joanne Yovanovich & Alison Gear
Chapter 8: Culture and mathematical learning: A case study of South-Asian
parents and children playing a board game
Ann Anderson, Ji Eun Kim, and Sylvia McLellan
Chapter 9: Reconceptualizing "parent and child together time" in family
literacy programs: Lessons learned from refugee and immigrant families
Marianne McTavish and Kimberly Lenters
Chapter 10: What is involved in modeling the world with mathematics
Terezinha Nunes
Chapter 11: Indigenous pedagogies in early learning settings: Linking
community knowledge to school-based learning
Jan Hare
Chapter 12: Sailing the ship while we study it: Culturally responsive
research strategies in early childhood contexts
Amy Noelle Parks
Chapter 13: A critical analysis of culturally and linguistically diverse
community participation in Canadian early childhood education: Power
relations, tensions and possibilities
Luigi Iannacci
Chapter 14: Looking back, looking ahead: Reflections on the intersection of
language, culture, and learning in early childhood
Nicola 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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