Review of the Book Children, Language, and Literacy:Diverse Learners in Diverse Times
Review of the Book Children, Language, and Literacy:Diverse Learners in Diverse Times
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《儿童、语言与读写能力：不同时代的多样化学习者》书评
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发表时间：
2013
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通讯作者：
Liang
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作者：
Liang
本文对西莉亚·杰尼希和安妮·哈斯·戴森于2009年出版的《儿童、语言和读写能力：不同时代的不同学习者》一书进行了评述。这本书旨在探讨中心前提，即“多样性是规范”，通过检查课堂活动，展现幼儿的互动和学习，以及教师的教学设计和策略。它提供了对以儿童为中心的各种课程的见解，强调儿童在识字发展中的灵活性和适应性。本书的重点在于英语的各种方言、社会语言学的灵活性、学习方法、评估、灵活的和以游戏为基础的课程。正如预期的那样，这本书将有助于幼儿识字，语言多样性和双语教育的研究。具体而言，它将有利于目标受众：幼儿教师和教育工作者，特别是与英语学习者，紧急双语者和特殊需要学习者一起工作的教师。
This article is to review the book Children, Language, and Literacy: Diverse Learners in Diverse Times, published in 2009, by Celia Genishi and Anne Haas Dyson. This book aims to explore the central premise that “diversity is the norm” through examining classroom activities that unfold young children’s interaction and learning as well as teachers’ instructional design and strategies. It provides insights into diverse child-centered curricula where children’s flexibility and adaptability in literacy development are stressed. Key focuses throughout this book rest on various dialects of English, sociolinguistic flexibility, pedagogies, assessments, flexible and play-based curricula. As expected, this book would contribute to studies of early childhood literacy, language diversity, and bilingual education. Specifically, it would benefit intended audiences: teachers and educators of young children, particularly teachers working with English language learners, emergent bilinguals, and special needs learners.