A Functional Approach to Early Reading in Multilingual Classrooms.

Wallace, Catherine

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Peer reviewed

ERIC Number: EJ365878

Record Type: Journal

Publication Date: 1987

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A Functional Approach to Early Reading in Multilingual Classrooms.

Wallace, Catherine

Reading, v21 n3 p144-51 Nov 1987

Suggests that bilingual children, because of their sensitivity to contexts for using their two languages, are likely to have a heightened awareness of the possible range of contexts for literacy and the range of communicative functions which written messages may convey. Also argues for an apporach to early literacy that acknowledges the importance of context. (SKC)

Descriptors: Beginning Reading, Bilingual Students, Foreign Countries, Language of Instruction, Language Styles, Literacy, Pragmatics, Primary Education, Reading Instruction, Reading Research

Publication Type: Journal Articles; Guides - Classroom - Teacher

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: United Kingdom

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