Review of the Book Children, Language, and Literacy:Diverse Learners in Diverse Times

By Liang-Chen Lin. 2013

92 citations recorded by the source corpus.

This article is to review the book Children, Language, and Literacy: Diverse Learners in Diverse Times, published in 2009, by Celia Genishi and Anne Haas Dyson. This book aims to explore the central premise that “diversity is the norm” through examining classroom activities that unfold young children’s interaction and learning as well as teachers’ instructional design and strategies. It provides insights into diverse child-centered curricula where children’s flexibility and adaptability in literacy development are stressed. Key focuses throughout this book rest on various dialects of English, sociolinguistic flexibility, pedagogies, assessments, flexible and play-based curricula. As expected, this book would contribute to studies of early childhood literacy, language diversity, and bilingual education. Specifically, it would benefit intended audiences: teachers and educators of young children, particularly teachers working with English language learners, emergent bilinguals, and special needs learners.

Subfields: Developmental and Educational Psychology, Education, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/cf1f360fcf38335838cb3359470f32949c801e63

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Roberta Michnick Golinkoff 
2. Kathy Hirsh-Pasek
3. Rufan Luo
4. Amy E. Pace

In Education

1. Roberta Michnick Golinkoff 
2. Kathy Hirsh-Pasek
3. Rufan Luo
4. Amy E. Pace
5. Angeline S. Lillard

Citations in the corpus

• Identifying Pathways Between Socioeconomic Status and Language Development (2017, background): “Whereas children from middle- and high-SES backgrounds may acquire knowledge that can be transferred to a classroom/test setting seamlessly, children from low-SES backgrounds might experience a mismatch between expectations in their home and classroom environments (Dyson & Genishi 2009).”