Rethinking Early Literacies

Reading and Rewriting Worlds

Nonfiction, Reference & Language, Education & Teaching, Teaching, Language Experience Approach, Elementary
Cover of the book Rethinking Early Literacies by Mariana Souto-Manning, Haeny S. Yoon, Taylor and Francis
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Author: Mariana Souto-Manning, Haeny S. Yoon ISBN: 9781317308645
Publisher: Taylor and Francis Publication: January 12, 2018
Imprint: Routledge Language: English
Author: Mariana Souto-Manning, Haeny S. Yoon
ISBN: 9781317308645
Publisher: Taylor and Francis
Publication: January 12, 2018
Imprint: Routledge
Language: English

Rethinking Early Literacies honors the identities of young children as they read, write, speak, and play across various spaces, in and out of pre/school. Despite narrow curricular mandates and policies, the book highlights the language resources and tools that children cultivate from families, communities, and peers. The chapters feature children’s linguistic flexibility with multiple languages, creative appropriation of popular culture, participation in community literacy practices, and social negotiation in the context of play. Throughout the book, the authors critically reframe what it means to be literate in contemporary society, specifically discussing the role of educators in theorizing and rethinking language ideologies for practice. Issues influencing early childhood education in trans/national contexts are forefronted (e.g. racism, immigration rights, readiness) throughout the book, with a call to support and sustain communities of color.

 

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Rethinking Early Literacies honors the identities of young children as they read, write, speak, and play across various spaces, in and out of pre/school. Despite narrow curricular mandates and policies, the book highlights the language resources and tools that children cultivate from families, communities, and peers. The chapters feature children’s linguistic flexibility with multiple languages, creative appropriation of popular culture, participation in community literacy practices, and social negotiation in the context of play. Throughout the book, the authors critically reframe what it means to be literate in contemporary society, specifically discussing the role of educators in theorizing and rethinking language ideologies for practice. Issues influencing early childhood education in trans/national contexts are forefronted (e.g. racism, immigration rights, readiness) throughout the book, with a call to support and sustain communities of color.

 

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