Publisher's Synopsis
The most effective learning medium for children is their first language. In this book contributors from Australia, Canada, England, New Zealand and the United States describe how primary-age children in these anglophone countries are learning in the language of their home. The contributors demonstrate that solely monolingual schooling in a multicultural society fail to meet the needs of bilingual children and argue that linguistic minorities must have the opportunity to participate in the development of language policy. The bicultural experience of minority groups is explored and strategies are presented for the teaching of bilingual children by English monolingual teachers. The book considers learning models from a range of international perspectives. Storytelling and parental involvement, among the practical approaches to teaching bilingual children, are decribed. This book will be of value to students and teachers and to policy-makers committed to the provision of effective education for bilingual children.
