WorldCat Identities

Genishi, Celia 1944-

Overview
Works: 35 works in 105 publications in 1 language and 4,048 library holdings
Genres: Case studies  Academic theses  Abstracts 
Roles: Author, Author of introduction, Editor
Classifications: LB1115, 372.127
Publication Timeline
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Most widely held works by Celia Genishi
Ways of assessing children and curriculum : stories of early childhood practice by Celia Genishi( Book )

5 editions published in 1992 in English and held by 807 WorldCat member libraries worldwide

This work suggests alternative ways of assessing children and their curricula including observing, note-taking, role-playing and keeping portfolios of children's work over time. These methods are developmentally based and have been co-constructed by the teachers and their children
Children, language, and literacy : diverse learners in diverse times by Celia Genishi( Book )

7 editions published between 2009 and 2015 in English and held by 652 WorldCat member libraries worldwide

Synopsis: In their new collaboration, Celia Genishi and Anne Haas Dyson celebrate the genius of young children as they learn language and literacy in the diverse contexts that surround them. Despite burgeoning sociocultural diversity, many early childhood classrooms (pre-K to grade 2) offer a "one-size-fits-all" curriculum, too often assessed by standardized tests. In contrast, the authors propose diversity as the new norm. They feature stories of children whose language learning is impossible to standardize, and they introduce teachers who do not follow scripts but observe, assess informally, respond to, and grow with their children. Among these children are rapid language learners and those who take their time to become speakers, readers, and writers at "child speed." All these learners, regardless of tempo, are often found within the language-rich contexts of play
Ways of studying children : an observation manual for early childhood teachers by Millie Almy( Book )

11 editions published between 1979 and 1981 in English and held by 563 WorldCat member libraries worldwide

Diversities in early childhood education : rethinking and doing by Celia Genishi( Book )

11 editions published between 2007 and 2011 in English and held by 494 WorldCat member libraries worldwide

This collection, edited by leaders in the field of early childhood and multicultural education, is a valuable resource for those studying and working with young children. Chapters emphasize the relationship between theory, research, and practice, and provide illustrations of equitable and inclusive practices that move us toward social justice in the critical field of early childhood education. Drawing from the current literature on ability, class, culture, ethnicity, gender, languages, race, and sexual orientation, the book presents a forward-looking account of how diversity could improve t
Language assessment in the early years by Celia Genishi( Book )

11 editions published between 1984 and 1987 in English and held by 471 WorldCat member libraries worldwide

The need for story : cultural diversity in classroom and community by Anne Haas Dyson( Book )

6 editions published in 1994 in English and held by 424 WorldCat member libraries worldwide

Grade level: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, k, p, e, i, s, t
On the case : approaches to language and literacy research by Anne Haas Dyson( Book )

3 editions published in 2005 in English and held by 421 WorldCat member libraries worldwide

In this seminal book on the construction of case studies in the field of language and literacy, the authors consider in detail what it means to be "on the case." They evaluate the basic assumptions that ground a qualitative approach to case study methodology, the decisions entailed in designing a case study, and the possibilities and challenges of data collection and analysis. For the novice researcher, this book is an essential manual on how to design and carry out a case study. For the experienced researcher, this book offers fresh insights into the theoretical issues that underpin qualitative case study research
Young children's oral language development by Celia Genishi( Book )

4 editions published between 1988 and 1990 in English and held by 78 WorldCat member libraries worldwide

This ERIC Digest presents an overview of the process and mechanics of language development, along with implications for practice. Sections of the discussion focus on: (1) when and how language is learned; (2) oral language components; and (3) nurturing language development. It is argued that teachers can help sustain natural language development by providing environments full of language opportunities. General guidelines for teachers, parents, and other caregivers include: (1) understand that every child's dialect is worthy of respect as a valid system for communication; (2) treat children as if they were conversationalists, even if they are not yet talking; (3) encourage interaction among children; (4) remember that parents, caregivers, teachers, and guardians are the chief resources in language development; and (5) continue to encourage interaction as children come to understand written language. (RH)
On the case by Anne Haas Dyson( Book )

2 editions published in 2005 in English and held by 44 WorldCat member libraries worldwide

Visions of children as language users : research on language and language education in early childhood by Anne Haas Dyson( Book )

4 editions published in 1991 in English and held by 29 WorldCat member libraries worldwide

This paper discusses how the vision of the child as a member of a community has been reflected in and has helped shape recent research in language arts education in early childhood. The paper discusses how researchers in language arts education have focused on (1) a range of genres (socially defined language events), including how children use oral and written language to construct or respond to narratives, to explore and gain information about the world, and to offer information to others; and (2) individual and sociocultural variation in children's language usage, emphasizing differences in the kinds of genres with which children are familiar. The paper weaves discussion of these themes of dialogue, of genres, and of individual and sociocultural variation (as exhibited in a K/1 classroom of active talkers, readers, and writers who nevertheless scored low on standardized tests) throughout a discussion of research on young children's language use, including their talking, writing, and responding to literature. The paper also considers curricular and assessment issues raised by the teacher and students in that classroom. The paper concludes that classrooms supported by the kind of research reviewed in this paper value language as just one critical tool that children and teachers use to make sense of experience and that both curriculum and assessment for all children need to be developed from within, within classroom communities that acknowledge the uniqueness of each child. One hundred seventy-two references are attached. (RS)
On the case : approaches to language and literacy research (an NCRLL volume) by Anne Haas Dyson( )

4 editions published in 2005 in English and held by 17 WorldCat member libraries worldwide

The World Around Here"Ch 3: Getting on the Case: Case Study Design; Identifying the Case: Foreground and Background; Formulating Questions to Shape the Study; Designing the Study; Locating Ourselves Within the Case: Who Are We?; Summary; Note; Ch 4: Gathering Particulars: Data Collection; Gaining Access: Personal and Institutional Steps; Field Notes: The Foundations of the Case; Documenting the Case Electronically; Transcribing in Time; Interviews: Through the Lens of Participants; Summary; Ch 5: Constructing Assertions: Data Analysis
Rules for code-switching in young Spanish-English speakers : an exploratory study of language socialization by Celia Genishi( )

10 editions published between 1976 and 1984 in English and held by 13 WorldCat member libraries worldwide

This study describes rules of code-switching (choice between languages) in four six-year-old Spanish/English bilinguals in a school setting, to show that bilingualism is a sociolinguistic competency. Data included 306 episodes of situational code-switches and 64 episodes of conversational code-switches. The children consistently applied the situational rule that they speak the language their listener knew best, which contrasted with the tendency of adult bilinguals to highlight their ethnic identity. The results of the study challenge the opinion that bilingual children are "deficient" because they speak neither of their languages well; the four children observed spoke two languages fluently and controlled a range of styles within each language that demonstrated their sociolinguistic competencies. Suggestions are made for a school curriculum that promotes language maintenance through systematic interaction with monolingual speakers of both languages. (Author/RL)
Language use and social interactions of young children in the logo classroom : a qualitative study of children with different computing abilities by Hueih-Fen Iris Lin( )

2 editions published in 1991 in English and held by 3 WorldCat member libraries worldwide

This microethnographic study investigated first grade children's language use and social interactions when they interacted with Logo. Attention was focused on children of different computing abilities and their individual styles of language use in achieving informational and interpersonal goals in Logo contexts. Individual characteristics and social contexts influencing children's language use and social interaction were discussed; children's computing abilities were presented from three distinctive yet interrelated perspectives: intrapersonal, socio-interactional, and task difficulty perspective
Insights into young readers at risk : a study of children's and teachers' perceptions by Joan Kay Langholz( )

2 editions published in 1990 in English and held by 3 WorldCat member libraries worldwide

The children in this study tended to view reading as a social process and often took on the role of helper when reading with other children. The children also used writing to extend and support their reading independently and with others. The findings suggest the importance of teachers' awareness of their own perceptions and the children's perceptions related to reading
Learning to read in an intervention program and the classroom reading group by James R Schnug( )

2 editions published in 1991 in English and held by 3 WorldCat member libraries worldwide

Each boy's emergence as a reader in both instructional settings was predicated, in part, on the actual and proposed changes in his role as a student and a beginning reader. Teacher observations and challenges to the boys' patterns of participation in each setting facilitated shifts in the instructional scaffold
Supporting literacy learning in at-risk children : a case study of an urban kindergarten by Andrea Miller McCarrier( )

2 editions published in 1992 in English and held by 2 WorldCat member libraries worldwide

Transcripts of multiple readings of five storybooks were analyzed and coded for functions of talk. It was found that (a) the nature of talk changed over the course of multiple storybook readings, and (b) there was greater attention to print during the middle storybook readings of each of the five storybooks analyzed
Code-Switching in Four Six-Year-Old Spanish-English Speakers by Celia Genishi( Book )

1 edition published in 1977 in English and held by 2 WorldCat member libraries worldwide

This observational study examined code switching, the alternation of language or dialects to convey social meaning, in 6-year-old Spanish-English bilinguals. Specifically, the study attempted to determine which of the five variables were associated with code switches: physical setting; type of activity; characteristics of the addressee (age, ethnicity, linguistic ability); topic of conversation; linguistic intention (requesting help, arguing, etc.). The study also attempted to investigate any differences between children's and adults' code switching. Subjects were four children attending a bilingual day care center-kindergarten. Children's language production and concurrent behavior were recorded. From the data, seven types of activity settings were isolated. Episodes of interactive speech were analyzed for the five variables studied. Results indicate that the only variable having a clear effect was the addressee's linguistic ability; children were able to choose and maintain the language that their listeners spoke best. The major difference between adults' speech and the four children's speech samples was the low incidence of children's conversational (mid-episode) as opposed to situational code switching. (Sb)
Collaboration and authorship in children's writing within the social context of a first grade classroom by Ronald Dale Kieffer( )

1 edition published in 1991 in English and held by 2 WorldCat member libraries worldwide

This study examined the relationship between the social context of the classroom and children's composing processes as both singular and collaborative authors. The research was conducted over an 8-month period in a literature-based computer magnet school. Children's literature was placed at the center of instruction; computers were used to enhance literacy developments; and children were actively involved in making decisions about the content and process of their learning
Oral Language in the Early Childhood Classroom Building on Diverse Foundations by Celia Genishi( Book )

1 edition published in 1999 in English and held by 2 WorldCat member libraries worldwide

Noting that children's talk makes some of their thinking visible and thereby provides a ready tool for early childhood teachers, this chapter focuses on the process of language acquisition. The chapter provides a historical context for language in early childhood education, discussing the nature of language and its acquisition, the development of communicative competence in the early childhood classroom, and curricula that build on children's oral communicative abilities. The chapter notes that language has been a special issue in early childhood education in the United States for the last 30 years, as social programs and movements of the 1960s and 1970 influenced public expectations for preschool and primary education. The components of language are described, along with its acquisition through interaction with others. Also summarized are: research on early communication; the development of syntax; and various contexts for the development of communicative competence, including the socioeconomic status of the family. The chapter then considers issues and choices involved in developing communicative competence in the early childhood classroom, focusing on multiculturalism, dialect differences and the match between home and school, and developmentally appropriate practice and meeting the needs of all children. Variations in the use of language in the classroom are explored, focusing on the importance of story, especially in dramatic play, and talking across the curriculum. The chapter concludes by noting that the talk teachers hear in the classroom represents a small part of a child's linguistic and communicative competence; suggestions are included for teachers to ease the transition to school talk. (Contains 77 references.) (KB)
Room for talk : teaching and learning in a multilingual kindergarten by Rebekah Fassler( Book )

1 edition published in 2003 in English and held by 2 WorldCat member libraries worldwide

How does a teacher who only speaks English address the challenges of working in a multilingual classroom? And what happens if she is the only fluent English speaker? This book features Mrs. Barker, an experienced ESL teacher who believes in the potential of her kindergarten second-language learners and uses identifiable strategies to maximize it. Illustrating how to make constructive use of "what children bring to the table," this volume promotes sound early childhood educational practice in any classroom
 
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Ways of assessing children and curriculum : stories of early childhood practice
Covers
Children, language, and literacy : diverse learners in diverse timesWays of studying children : an observation manual for early childhood teachersDiversities in early childhood education : rethinking and doingOn the case : approaches to language and literacy researchOn the caseOn the case : approaches to language and literacy research (an NCRLL volume)Room for talk : teaching and learning in a multilingual kindergarten
Languages
English (90)