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Article
Multicultural visions in early reading classrooms: Implications to early childhood teacher educators
Journal of Early Childhood Teacher Education (2005)
  • Qiuyun Lin, SUNY Plattsburgh
Abstract

Teachers and teacher educators are faced with an urgent responsibility to support the learning of an increasingly diverse population of young children. Based on the sociocultural perspective of reading, a literature‐based approach is outlined for early reading teachers. The implications of this approach to teacher education programs are further discussed from the author's own experiences of transmitting multicultural visions to preservice teachers in a multicultural course and a literacy method course she taught. The author maintains that teacher educators are in a unique position to help early childhood teacher candidates nurture multicultural visions in their teacher education programs today, and carry these visions to their future early reading classrooms tomorrow.

Keywords
  • bias reduction,
  • early childhood,
  • literature-based approach,
  • multicultural visions
Publication Date
2005
Citation Information
Qiuyun Lin. "Multicultural visions in early reading classrooms: Implications to early childhood teacher educators" Journal of Early Childhood Teacher Education Vol. 25 Iss. 3 (2005)
Available at: http://works.bepress.com/qiuyun_lin/11/