Voices of Identity, Language and Pedagogy: A Reggio Emilia Approach across a Mulitilingual Context in Bristol

Research output: Chapter in Book/Report/Conference proceedingConference Contribution (Conference Proceeding)

Abstract

This presentation reports on preliminary critical ethnographic findings from a pre-school in Bristol that draws form the Reggio Emilia approach (Abbot & Nutbrown 2001). Drawing data from interviews, classroom observations and school documents, I show how teachers and staff are making pedagogical and assessment choices that incorporate EAL students' out-of-school multilingual, multiliteracies and identity practices for the development and expansion of school literacies. This research shows how early years practitioners working from a Reggio Emilia approach that foregrounds students' creativity, their families' linguistic and cultural knowledge can create an inclusive educational community.
Translated title of the contributionVoices of Identity, Language and Pedagogy: A Reggio Emilia Approach across a Mulitilingual Context in Bristol
Original languageEnglish
Title of host publication20th annual Conference of the European Second Language Association
Publication statusPublished - 2010

Bibliographical note

Name and Venue of Event: Università di Modena e Reggio Emilia, Reggio Emilia Italy, 1-4 September 2010

Fingerprint Dive into the research topics of 'Voices of Identity, Language and Pedagogy: A Reggio Emilia Approach across a Mulitilingual Context in Bristol'. Together they form a unique fingerprint.

Cite this