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By: (Edited by) Jiangbo Hu , (Edited by) Sheila Degotardi , (Edited by) Shelley Stagg Peterson
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This book explores how young childrens language development is intricately connected to the context in which it takes place. The term context not only specifies a geographical location, but also encompasses notions of culture, community and activity. Context also refers to discourse features and functions, and to the relationships between the speakers. Every context thus embodies specific practices, intentions and values which privilege particular words, phrases, meanings and communication conventions.
Each chapter highlights the dynamic, fluid and multifaceted interplays between language and context to illustrate how context, in every sense, is inextricably intertwined with young childrens language and literacy learning opportunities. The chapters interrogate the topic of Young Childrens Language in Context by collectively exploring the multiple ways that context, broadly and variously conceptualised, intersects with language and literacy experiences. Authors examine how contexts shape language and literacy learning opportunities, how childrens language shapes their social-interactive and relationship contexts, and how their language and literacy experiences are, themselves contexts which create socially and culturally endorsed ways to represent ideas, intentions and expectations. This book will be of interest to researchers and advanced students of early childhood education and language development. It was originally published as a special issue in the International Journal of Early Years Education.
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