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‘They help each other’: How might preschool children’s out-of-school literacy and language activities support classroom practice?
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‘They help each other’: How might preschool children’s out-of-school literacy and language activities support classroom practice? 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References

  • 2006Using thematic analysis in psychology208,861 cited
  • 2008Effects of the Home Learning Environment and Preschool Center Experience upon Literacy and Numeracy Development in Early Primary School787 cited
  • 2015Moving out of linguistic boxes: the effects of translanguaging strategies for multilingual classrooms519 cited
  • 2019Translanguaging and Literacies504 cited
  • 2010Ethnography as participant listening294 cited
  • 2007Multimodal Pedagogies in Diverse Classrooms100 cited
  • 2019Indigenous knowledge practices for sustainable lifelong education in pastoralist communities of Kenya50 cited
  • 2021Traditional Children’s Games: Their Relevance on Skills Development among Rural Zimbabwean Children Age 3–8 Years49 cited
  • 2010Reading and Writing Ability in Relation to Home Environment: A Study in Primary Education in Rural Tanzania47 cited
  • 2010Literacy mediators, scribes or brokers?36 cited
  • 2009Classroom interaction: Potential or problem? The case of Karagwe32 cited
  • 2014Contextual analysis of home environment factors influencing the acquisition of early reading skills in Zambian families30 cited
  • 2010Home and school literacy practices in Africa: listening to inner voices29 cited
  • 2016MULTIMODALITY, CREATIVITY AND CHILDREN’S MEANING-MAKING: DRAWINGS, WRITINGS, IMAGININGS

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27 cited
  • 2018Power, literacy engagement, and polyphonic identities: Translanguaging in a Tanzanian community library15 cited
  • 2018Translanguaging in a Monoglot Context: Children Mobilising and (Re) Positioning their Multilingual Repertoires as Resources for Learning15 cited
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