Children, language, and literacy: diverse learners in diverse times

Acknowledgments

1: Children, Language, And Literacy Now: When Children Are Diverse And Practices Are Not

Very puzzling disconnect between classroom curricula and demographic reality

Different sense of time, a different use of space

Childhoods in contemporary times and regulated spaces

Looking at difference through a sociocultural lens

Norm is diversity

2: Standardized Language, Standardized Childhood

Theories of language learning

Standardizing children and language: the case of AAL

Toward higher, broader, and more human(e) standards

3: Diverse Language Learners In Diverse Times: When The "Norm" Isn't English

Social context for multilingual learning

Particular children in particular classrooms: contrasting stories

Weaving research and theory together with children's language-and-action ways

Pre-kindergartners becoming language learners in head start: taking their time

Kindergarten: the emergence of biliteracy

Different path of change and consistency

Learning language in diverse times

4: Play, Story, And The Imagination

Imaginative play as a means for learning language and vice versa

Play with and through voices: communicative flexibility

Telling stories: constructing stories: constructing selves and others through language

Stories enacted and told: the language of childhoods

5: Written Language In Childhoods

Writing in children's symbolic repertoires

Multiple dimensions of written language

Remixing relevant resources: the written medium and childhood worlds

Relevance of writing to childhoods

6: Assessing Children's Language And Literacy: Dilemmas In Time

Assessment in these postmodern times

Teacher's assessment in preschool: collaborators having their say

Assessment in Ms Hong's kindergarten classroom: story-in-an-interview

Assessing children's language and literacy: it's never simple

7: Children With Teachers: Looking Back And Moving Forward

Curricular and sociolinguistic flexibility

Multitemporality and flexible classroom clocks

Play as the essence of curricula in inflexible times: "I have to do what I think is right"

Toward a future when diversity is the norm

References

Index

About the authors.