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Ethnic Content Integration and Local Curriculum in Myanmar
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In: ASEAS - Austrian Journal of South-East Asian Studies ; 14 ; 2 ; 155-172 ; Multicultural Lingual and Multicultural Education (2022)
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| 2 |
Multi-Lingual and Multicultural Education in Globalizing Southeast Asia
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In: ASEAS - Austrian Journal of South-East Asian Studies ; 14 ; 2 ; 149-153 ; Multicultural Lingual and Multicultural Education (2022)
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| 3 |
Multilingualism and Social Inclusion in Scotland: Language Options and Ligatures of the "1+2 Language Approach"
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In: Social Inclusion ; 9 ; 1 ; 14-23 ; Social Inclusion and Multilingualism: The Impact of Linguistic Justice, Economy of Language and Language Policy (2022)
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| 4 |
The effect of linguistic diversity on 6-year-old children’s social preference for and epistemic perception of unfamiliar language speakers ...
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| 5 |
Language in Language Evolution Research: In Defense of a Pluralistic View
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In: BIOLINGUISTICS; Vol. 14 (2020): Special Issue—Biolinguistic Research in the 21st Century; 59-101 ; 1450-3417 (2021)
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| 6 |
Protecting Linguistic and Religious Minorities: Looking for Synergies among Legal Instruments
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In: Religions ; Volume 12 ; Issue 9 (2021)
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| 7 |
Critical Awareness for Literacy Teachers and Educators in Troubling Times
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In: Literacy Practice and Research (2021)
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| 8 |
Doing Justice to Language in the Library: Beyond Signage and Collections
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In: New Librarianship Symposia Series: Fall 2021 (2021)
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| 9 |
The Construction of Indigenous Language Rights in Peru: A Language Regime Approach
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In: Journal of Politics in Latin America ; 11 ; 2 ; 161-180 (2020)
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| 10 |
Language in Language Evolution Research
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In: Biolinguistics, Vol 14, Iss SI (2020) (2020)
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| 12 |
Deafness and ethnicity ; Deafness and ethnicity: Taking identity, language, and culture into account
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In: ISSN: 0002-726X ; American Annals of the Deaf ; https://hal-normandie-univ.archives-ouvertes.fr/hal-02333181 ; American Annals of the Deaf, Gallaudet University Press, 2019, 164 (1), pp.73-96. ⟨10.1353/aad.2019.0010⟩ (2019)
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| 13 |
Langue, langage et traduction ; Language and translation
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In: Hermès [ISSN 0767-9513], 30 ans d’indisciplines, 2018, 80, p. 163 (2018)
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| 14 |
"Hindi Bayani/not a hero": the linguistic landscape of protest in Manila
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In: Social Inclusion ; 5 ; 4 ; 14-28 ; Multilingualism and social inclusion (2018)
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| 15 |
British English accents – linguistic and cultural implications ; Британские английские акценты – лингвистические и культурные импликации ; Британські акценти – лінгвістичні і культурні імплікації
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In: Image of the modern pedagogue; No. 6 (183) (2018): PEDAGOGICAL EDUCATION AND ADULT EDUCATION; 70-72 ; Wizerunek współczesnego pedagoga; Nr 6 (183) (2018): Педагогічна освіта та освіта дорослих; 70-72 ; Імідж сучасного педагога; № 6 (183) (2018): Педагогічна освіта та освіта дорослих; 70-72 ; 2522-9729 (2018)
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| 17 |
Communicative Function Use of Preschoolers and Mothers from Differing Racial and Socioeconomic Groups
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| 18 |
An Examination of Concepts of School Readiness Among Parents and Educators in Ireland
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Mhic Mhathuna, Maire; Ring, Emer; Hayes, Noirin; Stafford, Patsy; Keegan, Siobhan; Kelleher, Cathy; Ozonyia, Martina; Moloney, Mary; Breathnach, Deirdre; Carswell, Des; McCafferty, Des; O'Keefe, Anne; Leavy, Aisling; Madden, Ruth
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In: Reports (2017)
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Abstract:
The Department of Children and Youth Affairs commissioned research through the Irish Research Council (IRC) to examine concepts of school readiness as they are understood by early years educators and managers, primary school principals, junior infant teachers and parents of children participating in the first Free Preschool Year in Ireland. A mixed-methods approach was adopted, involving interviews, an online survey and “draw and tell” sessions with children. Representative samples of FPSY settings and primary schools were selected and an online survey based on the findings of the qualitative phase was sent to 500 pre-primary settings and 500 primary schools. In this study, the concept of school readiness as understood by parents of children availing of the FPSY, and early years educators and managers, emerged as a multi-faceted and complex concept, influenced by and entwined with a range of interrelated factors at macro (policy), meso (interrelationships) and micro (pre-primary and primary) levels. These factors included children’s social and emotional skills, dispositions, language development, self-help skills, appropriate classroom behaviour and pre-academic skills. School readiness was clearly located along a maturationist-environmentalist continuum where readiness was associated with a child’s age as well as external evidence of the acquisition of specific skills. Interview and survey participants articulated a range of school readiness indicators, with significant differences in some instances between the importance allocated to these indicators by individual participant groups.
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Keyword:
and Multicultural Education; Bilingual; concepts of school readiness; curriculum; Curriculum and Social Inquiry; diversity; Early Childhood; Early Childhood Education; Education; educators; inclusion; Kindergarten Teacher Education; language; Language and Literacy Education; Multilingual; parents; Pre-Elementary; school starting age; Special Education and Teaching; Teacher Education and Professional Development; teachers
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URL: https://arrow.tudublin.ie/cgi/viewcontent.cgi?article=1031&context=aaschsslrep
https://arrow.tudublin.ie/aaschsslrep/30
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| 19 |
Zum Rückgang der ethnolinguistischen Diversität im Alpenraum: das Beispiel der Rätoromanen Graubündens
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In: Europa Regional ; 3.1995 ; 2 ; 17-24 (2016)
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| 20 |
The myth of language universals: Language diversity and its importance for cognitive science
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In: Behavioral and Brain Sciences (2015)
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