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  • Culture-switching in different worlds:Young children’s transition experiences

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    67450_1.pdf (205.3Kb)
    Author(s)
    Fluckiger, Bev
    Griffith University Author(s)
    Fluckiger, Bev
    Year published
    2010
    Metadata
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    Abstract
    The constructs of 'three w orlds' and culture-switching were developed during a longitudinal study of the literacy experiences of a small group of culturally diverse children in Australia who encountered differing social and cultural contexts as they were transitioning from preschool to Year 1. Drawing on sociocultural perspectives and using a case study design, the report examines the ways in which five children negotiated culture, literacy, and schooling at home and in the classroom. The study establishes sufficient evidential warrant for further investigation into the nature and dimensions of world-building and ...
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    The constructs of 'three w orlds' and culture-switching were developed during a longitudinal study of the literacy experiences of a small group of culturally diverse children in Australia who encountered differing social and cultural contexts as they were transitioning from preschool to Year 1. Drawing on sociocultural perspectives and using a case study design, the report examines the ways in which five children negotiated culture, literacy, and schooling at home and in the classroom. The study establishes sufficient evidential warrant for further investigation into the nature and dimensions of world-building and culture-switching that seemingly characterise such literacy experiences. It may also provide insights for teachers of young, culturally diverse children starting school.
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    Journal Title
    Australasian Journal of Early Childhood
    Volume
    35
    Issue
    4
    Publisher URI
    https://journals.sagepub.com/doi/abs/10.1177/183693911003500413
    Copyright Statement
    © 2010 Early Childhood Australia. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
    Subject
    English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
    Education Systems
    Specialist Studies in Education
    Psychology
    Publication URI
    http://hdl.handle.net/10072/36926
    Collection
    • Journal articles

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