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Little Mouse worries that the big, hungry bear will take his freshly picked, ripe, red strawberry for himself.
My First Spanish Book. Spanish-English Children's Book: Spanish-English Picture Book. Spanish Language Learning Books. Perfect Book to Learn Spanish for Kids Ages 0-5. With this new Spanish language learning book, you and your kids will be able to learn Spanish in an exciting, fun, and educational way. You can use this great resource for your kids to learn their first Spanish words and phrases. BOOK FEATURES: For Ages 0-5 whose first language isn't Spanish 30 pages of colorful pages for kids Over 200 words about different topics to help strengthen your child's bilingual ability Bright and vivid illustrations to keep kids interested Written in both Spanish and English, so parents who don't speak Spanish can read it to their kids. A CREATIVE SPANISH-ENGLISH PICTURE BOOK Whether you are a child or an adult, this Spanish-English children's book is a pleasure to look at, as it features wonderful illustrations for each letter of the Spanish alphabet, how to pronounce numbers, how to call different animals, translation of words, and so much more! AN EXCELLENT TOOL TO LEARN SPANISH FOR KIDS This book gives both parents and children an easy way to study the Spanish language with its excellent translation from English to Spanish.
Reading the World’s Stories is volume 5 in the Bridges to Understanding series of annotated international youth literature bibliographies sponsored by the United States Board on Books for Young People. USBBY is the United States chapter of the International Board on Books for Young People (IBBY), a Switzerland-based nonprofit whose mission is bring books and children together. The series promotes sharing international children’s books as a way to facilitate intercultural understanding and meet new literary voices. This volume follows Children’s Books from Other Countries (1998), The World though Children’s Books (2002), Crossing Boundaries with Children’s Books (2006), and Bridges to Understanding: Envisioning the World through Children’s Books (2011) and acts as a companion book to the earlier titles. Centered around the theme of the importance of stories, the guide is a resource for discovering more recent global books that fit many reading tastes and educational needs for readers aged 0-18 years. Essays by storyteller Anne Pellowski, author Beverley Naidoo, and academic Marianne Martens offer a variety of perspectives on international youth literature. This latest installment in the series covers books published from 2010-2014 and includes English-language imports as well as translations of children’s and young adult literature first published outside of the United States. These books are supplemented by a smaller number of culturally appropriate books from the US to help fill in gaps from underrepresented countries. The organization of the guide is geographic by region and country. All of the more than 800 entries are recommended, and many of the books have won awards or achieved other recognition in their home countries. Forty children’s book experts wrote the annotations. The entries are indexed by author, translator, illustrator, title, and subject. Back matter also includes international book awards, important organizations and research collections, and a selected directory of publishers known for publishing books from other countries.
A study of the beliefs and practices of parents and educators raising future generations of multilingual children.
This textbook is a comprehensive resource for teaching multicultural children’s literature. Providing foundational information on how and why to integrate diverse children’s literature into the classroom, this book presents a necessary historical perspective on cultural groups in the United States and context for how to teach children’s literature in a way that reflects and sustains students’ rich cultural backgrounds. The historical insights and context on diverse cultural groups at the heart of the book allow readers to deepen their understanding of why teaching about cultural diversity is necessary for effective and inclusive education. Part I offers foundational information on how to teach children’s literature in a diverse society, and Part II overviews pedagogy, resources, and guidance for teaching specific culturally and linguistically marginalized groups. Each chapter contains book recommendations, discussion questions, and additional resources for teachers. With authentic strategies and crucial background knowledge embedded in each chapter, this text is essential reading for pre-service and in-service teachers and is ideal for courses in children’s literature, literacy methods instruction, and multicultural education.
Centered around the idea that literacy teaching is more than the transmission of strategies and skills, this volume serves as a foundation for approaching literacy from an identity perspective. Through incisive and accessible chapters from top scholars, it introduces readers to the concept of literate identities, examining them across ages and grade levels to present an overview of how scholars and educators can use this concept in their research and teaching. Organized by developmental level with sections on early childhood, middle childhood, adolescence, and cross-age research, contributors reveal how literacy can be framed as an identity practice to engage students and support their development. Applying a range of theoretical perspectives and frameworks, each chapter identifies the identity theory used, explains the relevant methodology and research questions, covers implications for practice, and includes questions or prompts for discussion. The volume reveals how understanding literate identities is at the heart of effective and inclusive literacy instruction by addressing key topics, including culturally relevant pedagogy, intersectionality, and transnationalism, among others. Illuminating multiple pathways to understanding students as readers and writers, this book is essential for teachers, scholars, and researchers in literacy education, research methods, and multicultural education.
This book presents a range of perspectives on the way language, diversity, and identity are reflected in New Zealand children’s literature, based on the published research of Nicola Daly, an associate professor in the Division of Education of the University of Waikato, and her colleagues. The book is organised into two sections. The first section examines the use of Te Reo Māori and English in the text of New Zealand picturebooks, exploring the linguistic landscape of Māori-English bilingual picturebooks. The second section, The Pedagogical Potential of Picturebooks, explores how picturebooks featuring Māori, English, New Zealand Sign Language (NZSL), and Pacific languages reflect identity and support diversity in society. Research from several educational contexts, ranging from kindergarten to university, where picturebooks are used to support learning language and learning about language is also discussed. Themes of language, identity, and diversity are explored throughout the two sections and brought together in the concluding chapter’s discussion of the power of picturebooks. This book will be of interest to scholars in children’s literature and education; it may also be relevant to scholars in linguistics library and information studies, cultural studies, and media and communication studies.
This supplement to standard children's literature textbooks will be a help to instructors as they engage their students in discussions about selection of materials, censorship, dealing with curricular issues, the need to understand administrative policies, community beliefs, and their responses to these issues. It is designed to help instructors discuss books in ways that inspire collegiality, collaboration, and scholarship in book evaluation and selection. Using actual case studies, resource reviews and/or scenarios of censorship, religion, violence, ethnicity and other issues, the instructor will be able to encourage discussion and reflective thought about real issues faced by teachers and librarians as they select materials for classroom or school library use. This supplement to standard children's literature textbooks will be a help to instructors as they engage their students in discussions about selection of materials, censorship, dealing with curricular issues, the need to understand administrative policies, community beliefs, and their responses to these issues. It is designed to help them discuss books in ways that inspire collegiality, collaboration, and scholarship in book evaluation and selection. Using actual case studies, resource reviews and/or scenarios of censorship, religion, violence, ethnicity and other issues, the instructor will be able to encourage discussion and reflective thought about real issues faced by teachers and librarians as they select materials for classroom or school library use. Guides for possible resources for help in researching situations will be included. This will prove a very valuable resource in teaching children's literature courses in schools of education and library schools, and useful to practicing teachers and librarians as well. Though the book is slanted toward the use of books as classroom materials, it will be a valuable asset to a school library's professional collection and certainly valuable to the training of pre-service teachers and school librarians. Each chapter begins with a bibliographic essay that introduces the topic to the reader. The essay is designed as a starting point for further discussion and research. A list of references for each chapter is provided at the end of the chapter. These references represent sources teachers can use to conduct further research to find multiple perspectives about books.
