Different Spaces: Learning and Literacy with Children and Their Grandparents in East London Homes

Autor/inn/en	Jessel, John; Kenner, Charmian; Gregory, Eve; Ruby, Mahera; Arju, Tahera
Titel	Different Spaces: Learning and Literacy with Children and Their Grandparents in East London Homes
Quelle	In: Linguistics and Education: An International Research Journal, 22 (2011) 1, S.37-50 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0898-5898
DOI	10.1016/j.linged.2010.11.008
Schlagwörter	Second Language Learning; Informal Education; Grandparents; Monolingualism; Language Acquisition; Literacy; Indo European Languages; Ethnicity; English; Native Speakers; Surveys; Case Studies; Interviews; Video Technology; Family Environment; Interaction; Learning Activities; Sociocultural Patterns; Foreign Countries; Cultural Background; Children; Child Language; Bangladesh; United Kingdom (London) + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Informelle Bildung; Nichtformale Bildung; Großeltern; Sprachaneignung; Spracherwerb; Alphabetisierung; Schreib- und Lesefähigkeit; Indoeuropäisch; Ethnizität; English language; Englisch; Muttersprachler; Survey; Umfrage; Befragung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Familienmilieu; Interaktion; Lernaktivität; Soziokulturelle Theorie; Ausland; Child; Kind; Kinder; 'Children''s language'; Kindersprache; Bangladesch
Abstract	This paper investigates informal learning, literacy and language development occurring in the home through exchanges between children of three to six years of age and their grandparents in Sylheti/Bengali-speaking families of Bangladeshi origin and monolingual English-speaking families of mixed ethnicity living in east London. A survey identifying the range of learning activities taking place in and around the home is reported and extracts from case study material from nine families obtained through interviews, video-recording and scrapbooks are explored in terms of the patterns of interaction, the kinds of knowledge exchanged and the discursive opportunities opened up in this process. The findings are interpreted in relation to sociocultural theory where the understandings and skills held by both adults and children can be regarded as contributing to learning as a joint enterprise. The relevance of the exchanges is considered in relation to the shifts between the discursive spaces in which language learning occurs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10