Notes continued: **Find more relevant articles and books : http://scholar.google.com/
**Emergent Literacy research review: http://idea.uoregon.edu/~ncite/documents/techrep/tech19.html
*community and home relations affecting literacy development
*mapping words/vocabulary into their oral language
**Language functions--children learn how to apply language to literacy situations: modelling language functions..
**How adults mediate story books for children--
**Very important--interactions with adults during story-book reading to facilitate literacy and language growth...see blog..how so in an English-based creole setting?Some adults have been known to use "old talk" strategies with their young children for ease and comfort...so as not to create a distance and undue formality with the text and themselves...but must switch between TSE and TCE-- as too, in many secondary classrooms. The stories are in Standard/International English. It facilitates ease and encourages child/chatterbox response...(the key!!)** -- They are not shoved into silence. The young children must learn to apply appropriacy and switching to the Standard form of the Language and to transfer this to their own writing -esp. later when learning conventional literacy at the primary level.
**Literacy Links...a series of useful websites on research in the specifics of Early Literacy teaching: http://www.earlyliterature.ecsd.net/literacy_links.htm
More notes from*Factors in home and community that affect Literacy development:http://www.extension.umn.edu/distribution/familydevelopment/components/7286-05.html
a number of points in this article turn up in other research reviews--useful with regard to the setting up of a Chatterbox framework. Important points:
(1) that the language environment in the home contributes to children's early literacy skills in these ways--the amount of speech that children hear from their parents, the quality of verbal interactions with parents can lead positively to increased vocabulary, helping children's oral skills and knowledge of the world. Parents' question-asking ,responding to children, providing positive feedback and engaging in language play build/s early literacy skills.
(2) phonological awareness as this relates to later decoding skills: children detecting the sounds of language (the creole scenario can complicate matters esp in Caribbean countries--there has got to be early S.E oral practice),knowledge of and use of the implicit rules of English, letter recognition and print concepts.
An Early Literacy "remedy"is Reading aloud-- "chatting with"children and allowing them to chat,to build and test their knowledge not only of the text but of language. Parents too must be "code-switchers" and know: "How to talk to our young children so as to extend their language experience."
**I(baj) see these as factors that come into play in any consideration of Early Literacy and Language in a Creole environment. There is certainly much work to be done here.
**Breakthrough to Literacy/Iowa/Dr.Brown: http://www.earlyliteracy.com/research/index.html
**Reading Online.org article--"Classroom Language and Literacy Learning"(Wilkinson & Stillman)
http://www.readingonline.org/articles/art_index.asp?HREF=/articles/handbook/wilkinson/index.html
WHY did we generate these lists? 
*Our search is on for good e-conferencing facilities...send us your ideas and help: We are looking at some of the links in this list...