Transition to school: Using multilingual storybooks in linguistically diverse settings

Dooley, Karen, Yin, Yue Melody, & Liu, Liwei Livia (2016) Transition to school: Using multilingual storybooks in linguistically diverse settings. Practical Literacy, 21(2). (In Press)

[img] Accepted Version (PDF 377kB)
Administrators only | Request a copy from author

Abstract

Community languages have a place in early years education for children in prior-to-school settings and students in formal schooling. Australian curricula treat the languages of the local community as both content and resource for learning. In this article we look at the potential of dual language and multiple language storybooks for teaching about linguistic diversity and developing literacy skills, highlighting the potential of paired and shared reading.

Impact and interest:

Citation counts are sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

ID Code: 92834
Item Type: Journal Article
Refereed: Yes
Additional URLs:
Keywords: dual language books, literacy, language awareness, early years
ISSN: 1324-5961
Divisions: Current > Schools > School of Teacher Education & Leadership
Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Early Childhood & Inclusive Education
Copyright Owner: Copyright 2016 Australian Literacy Educators' Association
Deposited On: 12 Feb 2016 04:07
Last Modified: 29 Aug 2016 15:32

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page