Abstract
In Australia, the academic needs of children from a language background other than English (LBOTE) are often overlooked because teachers are unaware of their linguistic talents and home literacy practices. This may result in the children's resistance to literacy learning in the classroom. This paper demonstrates how these children perform better academically when their language and home literacy practices are valued within the classroom and proposes a wider application of a culturally responsive pedagogy to better meet the needs of LBOTE children.
| Original language | English |
|---|---|
| Pages (from-to) | 26-40 |
| Number of pages | 15 |
| Journal | Literacy Learning : the Middle Years |
| Volume | 18 |
| Issue number | 1 |
| Publication status | Published - 2010 |
Keywords
- literacy
- sociolinguistics