LEADER 02277oam 2200673I 450 001 9910463051903321 005 20200520144314.0 010 $a0-203-07981-7 010 $a1-283-86084-8 010 $a1-136-16245-3 024 7 $a10.4324/9780203079812 035 $a(CKB)2670000000299199 035 $a(EBL)1092636 035 $a(OCoLC)820787594 035 $a(SSID)ssj0000785184 035 $a(PQKBManifestationID)12360010 035 $a(PQKBTitleCode)TC0000785184 035 $a(PQKBWorkID)10794842 035 $a(PQKB)11049870 035 $a(MiAaPQ)EBC1092636 035 $a(Au-PeEL)EBL1092636 035 $a(CaPaEBR)ebr10632529 035 $a(CaONFJC)MIL417334 035 $a(OCoLC)823386909 035 $a(OCoLC)900237079 035 $a(EXLCZ)992670000000299199 100 $a20180706d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aSociety and democracy in Europe /$fedited by Silke I. Keil and Oscar W. Gabriel 210 1$aMilton Park, Abingdon Oxon ;$aNew York :$cRoutledge,$d2013. 215 $a1 online resource (313 p.) 225 1 $aRoutledge advances in European politics ;$v89 225 0$aRoutledge advances in European politics ;$v89 300 $aDescription based upon print version of record. 311 $a1-138-83023-2 311 $a0-415-52384-2 320 $aIncludes bibliographical references and index. 327 $apt. I. Values -- pt. II. Attitudes -- pt. III. Behaviour. 330 $a"This comparative book examines what kinds of societal forces shape an individuals' relationship towards democratic political life in contemporary Europe."$cProvided by publisher. 410 0$aRoutledge Advances in European Politics 606 $aPolitical participation$zEurope 606 $aDemocracy$zEurope 608 $aElectronic books. 615 0$aPolitical participation 615 0$aDemocracy 676 $a306.3094 701 $aGabriel$b Oscar W.$f1947-$0262873 701 $aKeil$b Silke I.$f1967-$0993996 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910463051903321 996 $aSociety and democracy in Europe$92276072 997 $aUNINA LEADER 04829nam 22007575 450 001 9910483913703321 005 20240702095213.0 010 $a9783030381103 010 $a3030381102 024 7 $a10.1007/978-3-030-38110-3 035 $a(CKB)4100000010673946 035 $a(MiAaPQ)EBC6142269 035 $a(DE-He213)978-3-030-38110-3 035 $a(Perlego)3480228 035 $a(EXLCZ)994100000010673946 100 $a20200318d2020 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aThe Multivoices of Kenyan Primary School Children Learning to Read and Write /$fby Esther Mukewa Lisanza 205 $a1st ed. 2020. 210 1$aCham :$cSpringer International Publishing :$cImprint: Palgrave Macmillan,$d2020. 215 $a1 online resource (xi, 166 pages) $cillustrations 311 08$a9783030381097 311 08$a3030381099 320 $aIncludes bibliographical references and index. 327 $aChapter 1: Introduction -- Chapter 2: The Enactment of Official Language Policies in Mutituni and Nyika Primary Schools: Their Impact on Learning -- Chapter 3: The Enacted English Reading Curriculum -- Chapter 4: The Enacted Writing Curriculum -- Chapter 5: The Unofficial Practices: What Are the Children Telling Us? -- Chapter 6: Enacting Children's Multiple Voices: Implications for Theory, Policy and Pedagogy. 330 $a"Multivoices of Kenyan Children Learning to Read and Write provides a welcome and vivid account of an area that has remained largely unexplored: African children learning to read and write during official (teacher-controlled) times and unofficial (child-controlled) times. The book is engaging, stimulating and a pioneering introduction to the role of translanguaging as a resource which empowers multilingual learners." --Martha Michieka, East Tennessee State University, USA "Amidst a tendency to rush children from one activity to another in the classroom in order to meet global standards of literacy, Esther Lisanza's book is a breath of fresh air. By concentrating on the details of children's interactions as they talk and write inside and outside of the classroom, she demonstrates the rich cultural resources they have to offer from their own experiences. This book offers a new perspective on childhood multilingualism, connecting global concerns related to child literacy and the potential of children across cultures." --Sofie Dewayani, Litara Foundation, Indonesia This book provides a rich and nuanced examination of children learning to read and write a second language in primary schools in Kenya, taught by teachers who themselves have often learned English as a second or third language. The author uses two case studies, of an urban and a rural school, to explore how different socioeconomic and cultural contexts can affect the enactment of language policies and their effect on literacy. This book contributes a unique perspective to studies in language and literacy education due to its distinctive exploration of young children learning to read and write in the English language in Kenya, and it will be of particular interest to students and scholars of applied linguistics, language education, bilingualism and language policy. Esther Mukewa Lisanza is Assistant Professor in the Department of African Studies at Howard University, USA. Her research and publications centre on language and literacy development, politics of language in education, African education, and women's empowerment in Africa. 606 $aLanguage policy 606 $aEthnology$zAfrica 606 $aCulture 606 $aLanguage and languages$xStudy and teaching 606 $aLinguistics 606 $aLiteracy 606 $aMultilingualism 606 $aLanguage Policy and Planning 606 $aAfrican Culture 606 $aLanguage Education 606 $aLinguistics 606 $aLiteracy 606 $aMultilingualism 615 0$aLanguage policy. 615 0$aEthnology 615 0$aCulture. 615 0$aLanguage and languages$xStudy and teaching. 615 0$aLinguistics. 615 0$aLiteracy. 615 0$aMultilingualism. 615 14$aLanguage Policy and Planning. 615 24$aAfrican Culture. 615 24$aLanguage Education. 615 24$aLinguistics. 615 24$aLiteracy. 615 24$aMultilingualism. 676 $a372.6 676 $a418.0071 700 $aLisanza$b Esther Mukewa$4aut$4http://id.loc.gov/vocabulary/relators/aut$0966487 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910483913703321 996 $aThe Multivoices of Kenyan Primary School Children Learning to Read and Write$92193456 997 $aUNINA