Vol. 33 No. 1 (2011): Frühe literale Praktiken

View Vol. 33 No. 1 (2011): Frühe literale Praktiken

Published: 2011-06-01

Editorial

Des pratiques littéraciques émérgentes

Glaís Sales Cordeiro, Dieter Isler, Thérèse Thévenaz-Christen

5-28
- pdf (Français)
- pdf (Deutsch)

Thematic contribution

Making “academic talk” explicit: Research directions for fostering classroom discourse skills in children from nonmainstream cultures

Anne x Anne van Kleeck, Amy Louise Schwarz

29-46
- pdf
The contribution of teaching practices and pupils’ initial knowledge to literacy learning

Carmen Buisán, Isabel Rios, Liliana Tolchinsky

47-68
- pdf
Literacy development and education in multiage k-4 classrooms

Britta Juska-Bacher, Andrea Bertschi Kaufmann, Nora Knechtel, Hansjakob Schneider

69-88
- pdf (Deutsch)
Which literacy practices for Deaf Children?

Edyta Tominska

89-108
- pdf (Français)
Literacy experiences in the families of Turkish- and Russian- speaking kindergarten children

Reyhan Kuyumcu, Anastasia Senyldiz

109-124
- pdf (Deutsch)

Varia

Professional overload and job dissatisfaction among teachers in Switzerland – representative results for demographic and class and school related factors

Béat Windlin, Emmanuel Kuntsche, Marina Delgrande Jordan

125-144
- pdf (Deutsch)

Review