Summary
Contents
Subject index
Building upon the ideas proposed in Making Sense of a New World, this Second Edition widens its scope, arguing that policies designed for ‘monolingual minds’ be limited, while those favoring methodologies which put plurilingualism in the centre of initial literacy tuition are promoted. This book offers a practical reading program -- an ‘Inside-Out’ (starting from experience) and ‘Outside-In’ (starting from literature) approach to teaching which can be used with individuals, small groups, and whole classes. It uses current sociocultural theory, while drawing on examples of children from a variety of different countries who are engaged in learning to read nursery rhymes and songs, storybooks, letters, the Bible, and the Qur’an, in languages they do not speak fluently.
Epilogue
Epilogue
Eve: Would you want to bring your own children up speaking and reading different languages like yourself?
Tajul: Definitely without a doubt. There's no disadvantage to it. Learning a different language is like a gift. It's learning different cultures, isn't it? I mean, it helps you integrate with different people too. I think, to be honest with you that people who don't speak another language, they don't like to see ‘outside the box’. It's definitely an advantage. (Tajul, aged 24)
Remember Tajul, whose early reading experiences figured in Part 1 of this book? We shall return to find out more from him, his classmate Tony, and Nicole from France in just one moment. First, I want very briefly to summarize the main messages I have tried ...
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