NDLI: Linguistically Diverse Children and Educators (Re)Forming Early Literacy Policy

Content Provider	Springer Nature Link
Author	Spencer, Tamara Glupczynski Falchi, Lorraine Ghiso, María Paula
Copyright Year	2011
Abstract	The current context of increased accountability and the proliferation of skills-based literacy mandates at the early childhood level pose particular tensions for multilingual children and educators. In this article, we draw on data from two ethnographic studies to examine how educators and children negotiate the constraints of early childhood curricular mandates within two New York City schools with multilingual populations and long traditions of attending to their linguistic, cultural, and social resources. Our data documents how educators sought to understand, grapple with, and (re)form early literacy policies to make spaces for student languages, collaboration, and inquiry. We found that young children distinguished between scripted practices and authentic literacy learning, and despite constraints found openings to bend the curriculum to suit their linguistic, intellectual, and social repertoires. The studies also emphasized the role of administrators and teachers in navigating—and mitigating—curricular mandates that were often contradictory to the bilingual missions and practices of their schools and at times conflicting and confusing in and of themselves. We argue that while policy is very much a participant in today’s early literacy contexts, it is not deterministic. All members of the school community have an impact on mediating how policy is enacted and creating alternative opportunities for learning. The findings of these complementary studies illustrate how multilingual children and educators negotiated policy mandates in order to affirm the intellectual and cultural traditions of their schools.
Starting Page	115
Ending Page	123
Page Count	9
File Format	PDF
ISSN	10823301
Journal	Early Childhood Education Journal
Volume Number	39
Issue Number	2
e-ISSN	15731707
Language	English
Publisher	Springer Netherlands
Publisher Date	2011-03-12
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Early childhood policy Reading Early literacy Multilingualism Urban education Sociology Learning & Instruction Sociology of Education Education (general)
Content Type	Text
Resource Type	Article
Subject	Education Developmental and Educational Psychology

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
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9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

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