E-Book Overview
This unique and visionary text is a compilation of fascinating studies conducted in a variety of cross-cultural settings where children learn language and literacy with siblings, grandparents, peers and community members. Focusing on the knowledge and skills of children often invisible to educators, these illuminating studies highlight how children skilfully draw from their varied cultural and linguistic worlds to make sense of new experiences. The vastly experienced team of contributors provide powerful demonstrations of the generative activity of young children and their mediating partners - family members, peers, and community members - as they syncretise languages, literacies and cultural practices from varied contexts. Through studies grounded in home, school, community school, nursery and church settings, we see how children create for themselves radical forms of teaching and learning in ways that are not typically recognised, understood or valued in schools. This book will be invaluable reading for teachers, teacher educators, researchers and policy-makers who seek to understand the many pathways to literacy and use that knowledge to affect real change in schools.
E-Book Content
Many Pathways to Literacy
This unique and visionary text is a compilation of fascinating studies conducted in a variety of cross-cultural contexts where children learn language and literacy with siblings, grandparents, peers and community members. Focusing on the knowledge and skills of children often invisible to educators, these illuminating studies highlight how children skillfully draw from their varied cultural and linguistic worlds to make sense of new experiences. The vastly experienced team of contributors provide powerful demonstrations of the generative activity of young children and their mediating partners—family members, peers, and community members—as they syncretise languages, literacies and cultural practices from varied contexts. Through studies grounded in home, school, community school, nursery and church settings, we see how children create for themselves radical forms of teaching and learning in ways that are not typically recognized, understood or valued in schools. The book challenges readers to examine assumptions and cultural stereo-types about literacy learning as well as their own teaching practices and beliefs. Presenting some of the first Syncretic Literacy Studies of young children, it sets a new direction in literacy research. The book will be invaluable reading for teachers, teacher educators, researchers and policy-makers who seek to understand the many pathways to literacy and use that knowledge to affect real change in schools. Eve Gregory is Professor of Language and Culture in Education, Goldsmiths College, University of London. Susi Long is Associate Professor in Early Childhood Education and Language and Literacy at the University of South Carolina. Dinah Volk is Professor of Early Childhood Education, College of Education, Cleveland State University.
Many Pathways to Literacy Young children learning with siblings, grandparents, peers and communities Edited by
Eve Gregory Susi Long Dinah Volk
NEW YORK AND LONDON
First published 2004 by RoutledgeFalmer 29 West 35th Street, New York, NY 10001 Simultaneously published in the UK by RoutledgeFalmer 11 New Fetter Lane, London EC4P 4EE RoutledgeFalmer is on imprint of the Taylor & Francis Group This edition published in the Taylor & Francis e-Library, 2005. “To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.” © 2004 Eve Gregory, Susi Long and Dinah Volk, selection and editorial matter; individual chapters, the contributors All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by a