Multilingualism in the Early Years

Extending the limits of our world

Sandra Smidt

• Publisher: Routledge
• Year: 2016
• Print ISBN: 9781138942448
• eBook ISBN: 9781317375302
• Topic: Education
• Subtopic: Education General

Multilingualism in the Early Years is a highly accessible text that examines the political, theoretical, ideological and practical issues involved in the education of children speaking two or more languages. Drawing on current research and thinking about the advantages and disadvantages of being multilingual, Smidt uses powerful case studies to reveal how language or languages are acquired. She explores language in terms of who shares it, its relationship to class, culture, power, identity and thinking, and its fascinating role as it moves from the personal to the public and political. More specifically the book studies:

• what it means to be bilingual through an analysis of the language histories submitted by a range of people;
• how language/s define people;
• a brief history of minority education in the UK;
• how practitioners and teachers can best support all young children as learners whilst they continue to use their first languages and remain part of and partners in their communities and cultures;
• being bilingual: an advantage or a disadvantage?
• the impact of multilingualism on children's educational and life chances

Multilingualism in the Early Years is a really useful text for practitioners working with multilingual children, as well as any student undertaking courses in early childhood education.

Index

The chapter headings/topics are in bold text.

• abstract 72, 77
• academic 11, 18, 22, 43, 50, 51, 54, 69, 72, 74, 86, 92, 96, 101, 102, 107, 111, 112, 130
• accent 17, 28, 33, 80, 85, 125, 127–128
• accepted 20, 66, 85, 93, 111, 112, 117
• acquisition 17, 34–36, 38–39, 49–51, 81, 97, 130, 139; see language
• acquisition, LAD
• acquisition-learning hypothesis 38–39
• active learners 19
• adapt to 9, 14, 71, 77
• adult mediation 47
• adults 12, 16, 27, 35, 36, 43, 47, 48, 51, 69, 85, 99, 101, 103–107
• advantage/advantages 18, 24, 44, 52, 55, 60, 64, 97, 118 advisory team 61
• affective filter hypothesis 39
• affirmation of different cultures 130
• Afrikaans 7, 15, 133
• alienation 111–114, 119 see also performing alienation
• analysis 16, 23, 31, 72, 76, 91, 99, 111, 117, 132
• Anderson, J. et al. 93
• anti-bias curriculum 109
• apartheid 14–15, 18, 28, 90, 120, 129
• apprentices 67, 103
• Arabic 11, 13, 19, 83–84, 87, 116–118
• Arago...

Table of contents

• Cover Page
• Half-Title Page
• Title Page
• Copyright Page
• Dedication Page
• Table of Contents
• Preface
• Section I The bilingual child in the home and family
• Section II From the home and local community to the classroom or setting
• Section III Supporting children in classes and settings to learn and remain attached to their languages and cultures
• Section IV Moving from the personal to the public
• Bibliography
• Index