000			03538cam a2200433 i 4500
001			BRILL9789462097971
003			nllekb
005			20260610105723.0
007			cr un uuuua
008			191130s2014 ne sb 001 0 eng d
020			_a9789462097971 _q(electronic book)
020			_z9789462097964 _q(print)
024	7		_a10.1007/978-94-6209-797-1 _2DOI
035			_a(OCoLC)890691738
040			_aNL-LeKB _cNL-LeKB _erda
050		4	_aP118.2
072		7	_aJN _2bicssc
072		7	_aEDU _x000000 _2bisacsh
082	0	4	_a401/.93 _223
100	1		_aBligh, Caroline, _eauthor.
245	1	4	_aThe Silent Experiences of Young Bilingual Learners : _ba A Sociocultural Study into the Silent Period / _cCaroline Bligh.
264		1	_aLeiden; _aBoston : _bBrill | Sense, _c2014.
300			_a1 online resource
336			_atext _2rdacontent
337			_aunmediated _2rdamedia
338			_aonline resource _2rdacarrier
490	1		_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
505	0	0	_aPreliminary Material -- Priming the Canvas -- Painting the Backdrop -- Oils or Water Colours? -- Attention to the Finer Detail -- Revealing the Portrait -- The Public Viewing -- Closing the Exhibition -- Appendices -- References.
520			_aMany teachers are increasingly concerned with how to best support the learning of the rising numbers of bilingual learners in schools—particularly those children who are new to English and therefore cannot yet communicate with the teacher or their peers in their first language—during the silent period . This book offers an alternative insight to that which is most commonly available to teachers and researchers, as instead of examining language acquisition purely from a linguistic approach; it explores the learning that is occurring through a sociocultural lens and even more significantly, from the young child’s perspective— the worm’s eye view. Investigated through the experiences of young bilingual learners allows the reader to make sense of the making meaning that occurs when the child cannot make sense of his/her new ‘world’; nor communicate verbally in the language of instruction in the classroom. Remarkably, learning through the silent period is revealed as both complex and ‘messy’ as the bilingual child mediates his or her own learning through a synthesis of alternative learning pathways. The silent period is presented as a crucial time for learning; distributed through a synthesis of close observation, intense listening and most significantly copying the practices of others. Throughout the silent period the children are not only seen to be learning but also contributing to the classroom practices. The book not only initiates new understandings of second language learning, but also offers creative ideas on how to raise the achievement of children who are learning English as an additional language.
546			_aIncludes four papers in English.
588			_aDescription based on print version record.
650		0	_aSecond language acquisition.
650		0	_aBilingualism in children.
650		0	_aLearning, Psychology of.
776	0	8	_iPrint version: _tThe Silent Experiences of Young Bilingual Learners: A Sociocultural Study into the Silent Period, _dLeiden Boston : Brill | Sense, 2014 _w9789462097964
830		0	_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856	4		_zDOI: _uhttp://dx.doi.org/10.1007/978-94-6209-797-1
999			_c45623 _d45623