Criss Jones Díaz
Biographic Data
| ID | 9340522 |
|---|---|
| NAME | Criss Jones Díaz |
| GIVEN NAMES | Criss Jones |
| FAMILY NAME | Díaz |
| SIGNATURE | DIAZ C J |
| AFFILIATIONS | Western Sydney University |
| ORCID | 0000-0002-9075-1427 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Exploring the perceptions of early childhood educators on the delivery of multilingual education in Australia
Australia lags behind other linguistic and culturally diverse countries in policy direction and approaches to early multilingual education, despite well-established research documenting the intellectual, linguistic, sociocultural, familial and economic benefits of multilingualism in the early years. This is evidenced by the absence of a national policy framework that addresses early multilingual education in Australia, and the relatively limited …
Probability of Heritage Language Use at a Supportive Early Childhood Setting in Australia
Despite well-established research that documents the intellectual, linguistic, sociocultural and familiar benefits of early childhood bilingualism, Australia’s provision of heritage language (HL) support in early childhood (EC) settings is fairly minimal, resulting in little to no access to the HL outside of the home. We report on language data from a long day care preschool that has an open bilingual policy, where two languages (HL and English) …
Institutional, material and economic constraints in languages education
In Australia, languages education in early childhood and primary education includes three main approaches: transitional, enrichment and full bilingual programmes. This article proposes that transitional and enrichment programmes in Australia are constituted and shaped by competing and contested institutional, material, discursive and economic conditions limiting their capacity to deliver quality languages education and home/community language sup…
No prominent works on this page.
Institutional, material and economic constraints in languages education
In Australia, languages education in early childhood and primary education includes three main approaches: transitional, enrichment and full bilingual programmes. This article proposes that transitional and enrichment programmes in Australia are constituted and shaped by competing and contested institutional, material, discursive and economic conditions limiting their capacity to deliver quality languages education and home/community language sup…
Probability of Heritage Language Use at a Supportive Early Childhood Setting in Australia
Despite well-established research that documents the intellectual, linguistic, sociocultural and familiar benefits of early childhood bilingualism, Australia’s provision of heritage language (HL) support in early childhood (EC) settings is fairly minimal, resulting in little to no access to the HL outside of the home. We report on language data from a long day care preschool that has an open bilingual policy, where two languages (HL and English) …
Exploring the perceptions of early childhood educators on the delivery of multilingual education in Australia
Australia lags behind other linguistic and culturally diverse countries in policy direction and approaches to early multilingual education, despite well-established research documenting the intellectual, linguistic, sociocultural, familial and economic benefits of multilingualism in the early years. This is evidenced by the absence of a national policy framework that addresses early multilingual education in Australia, and the relatively limited …
Multilingual Education and Policy (3 works) · Pedagogy (3 works) · Developmental psychology (2 works) · Early childhood (2 works) · Early childhood education (2 works) · Linguistics (2 works) · Political science (2 works) · Psychology (2 works) · Reading and Literacy Development (2 works) · Sociocultural evolution (2 works)