Working with young children who are culturally and linguistically diverse.

2020 ◽  
pp. 275-295
Author(s):  
Amber Radzicki ◽  
Tammy L. Hughes ◽  
Ashley Schoenenberger ◽  
Marissa Park ◽  
Yadira Sánchez
Keyword(s):  
Young Children ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse

scholarly journals Beyond the Pragmatic and the Liminal: Culturally and Linguistically Diverse Students Code-Switching in Early-Years Classrooms

2008 ◽  
Vol 26 (1) ◽  
pp. 103 ◽  
Author(s):  
Luigi Iannacci
Keyword(s):  
Young Children ◽  
Linguistically Diverse ◽  
Code Switching ◽  
Early Years ◽  
Culturally And Linguistically Diverse ◽  
Diverse Students ◽  
Language And Literacy ◽  
Linguistically Diverse Students ◽  
First Languages ◽  
Ethnographic Data

This article examines the code-switching (CS) practices of culturally and linguistically diverse (CLD) young children in kindergarten and grade 1 classrooms. The author argues that their use of CS went beyond relief of psycholinguistic stress or coping with liminality (sense of living between two languages and cultures). Through several narratives constructed using ethnographic data, the author explores CLD students' use of CS to respond to the sociolinguistic and sociopolitical dynamics that they encountered in their early-years classrooms. CS enabled students to address their language and literacy needs, assert their identities, and defy subtractive and assimilative orientations that they experienced with respect to lack of incorporation of their first languages. Further, data affirm Cummins'(2001) assertion that students do not passively accept dominantgroup attributions of inferiority, but actively resist the process of subordination.

A systematic review of language-focused interventions for young children from culturally and linguistically diverse backgrounds

2020 ◽  
Vol 50 ◽  
pp. 157-178 ◽  
Author(s):  
Anne L. Larson ◽  
Lauren M. Cycyk ◽  
Judith J. Carta ◽  
Carol Scheffner Hammer ◽  
Melissa Baralt ◽  
...  
Keyword(s):  
Systematic Review ◽  
Young Children ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Diverse Backgrounds

Creating identity texts with young children across culturally and linguistically diverse contexts

2020 ◽  
Vol 18 (3) ◽  
pp. 243-258
Author(s):  
Jodi Streelasky
Keyword(s):  
Young Children ◽  
Dual Language ◽  
Data Dissemination ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Multimodal Texts ◽  
Rights Of The Child ◽  
Decision Making Processes ◽  
United Nations Convention ◽  
Development Of Identity

This article addresses the ways young children in culturally and linguistically diverse settings were involved in the meaningful development of identity texts in the form of personalized books. In the study, Canadian and Tanzanian children aged 4 to 6 shared their favorite learning experiences and spaces at school through their use of multiple modes. A multimodal approach to data sharing was then implemented through the co-creation of three dual-language books in English and Kiswahili. The books featured the research participants’ images, drawings, paintings, and photographs, and included verbal descriptions of their multimodal texts in their distinct geographical and cultural contexts. The children in both settings were involved in the book-making process by sharing their views on what images and descriptions they wanted to include in the identity texts that were then shared with both groups of children, their teachers, and their families. This approach to research and data dissemination with children draws on the United Nations Convention on the Rights of the Child which views children as strong, capable, and knowledgeable. This perspective also recognizes the rights of children to participate in decision-making processes in research in which they are involved, and to be empowered to communicate their own views.

scholarly journals ‘Language shades everything’: Considerations and implications for assessing young children from culturally and linguistically diverse backgrounds

2017 ◽  
Vol 26 (1) ◽  
Author(s):  
Anne Keary ◽  
Jane Kirkby
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Allied Health ◽  
Screening Program ◽  
Early Childhood Teachers ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Allied Health Professionals ◽  
Disadvantaged Area ◽  
Diverse Backgrounds

Assessment of young children from culturally and linguistically diverse backgrounds holds the potential to provide important insights into learning. Two researchers investigated an Allied Health screening program that was conducted in three kindergartens in a disadvantaged area of outer Melbourne, Australia. Drawing on narrative inquiry methodology the researchers explored the understandings given to the screening program by Allied Health professionals and Early Childhood teachers and administrators in relation to CALD children. From analysis of interview and focus group data, insights were gained into the way the screening program employed culturally and linguistically responsive practices. Flexible assessment practices, acknowledgement of children’s linguistic abilities and family- centred practice emerged as key strategies to enhance Early Childhood assessment programs that cater to the strengths and needs of young children from CALD backgrounds. However, the investigation demonstrated that issues of equity and compromise are heightened as policy and practice diverge on how to implement these strategies. In conclusion, it is argued, that targeted professional learning could assist Early Childhood teachers to negotiate this divergent space. 

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