Toward a Culture-Sensitive Pedagogy
Emergent Literacy Learning in Chinese-English Bilinguals in America
Bibliographic Data
| ID | 12112652 |
|---|---|
| Authors | Jiening Ruan (0000-0002-6179-0320, corresponding author) |
| Year | 2003 |
| Volume | 16 |
| Issue | 1 |
| Pages | 39-47 |
| Publication date | 2003-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Language Culture and Curriculum (JOURNAL) |
| Journal identifiers | ISSN: 0790-8318 • E-ISSN: 1747-7573 |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.1080/07908310308666655 |
| OpenAlex | W2035411657 |
| Language | EN |
| Citations received | 1 |
The study reports the findings of a case study of three bilingual Chinese-English-speaking children in a mainstream American kindergarten. It focuses on the literacy experiences of the children, and the cultural beliefs of the teacher. Results suggest several patterns of bilingual children's literacy learning, and demonstrate the connection between the cultural beliefs of the teacher and the instructional practices adopted in the classroom. The notion of a culture-sensitive pedagogy is developed in the belief that it provides the best support for literacy learning in bilingual children
Literacy · Mainstream · Mathematics education · Pedagogy · Political science · EFL/ESL Teaching and Learning · Global Education and Multiculturalism · Multilingual Education and Policy · Psychology
| Unique citing works | 1 |
|---|---|
| Citations per year | 0.05 |
| Citation span | 2005 - 2005 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |