Mediating Language and Literacy: Lessons From an After-School Setting
Margaret A. Gallego
Luis C. Moll
This chapter draws from the authors' research conducted in several after-school projects that linked local universities with community organizations to provide computer-mediated activities for children of diverse backgrounds. The authors argue that a systematic and theoretically grounded approach to understanding specific learning environments and the subsequent competence attributed to children in these nonschool settings has much to offer with respect to the development of dual-language opportunities for children; the possibilities of individual children's language and literacy learning and achievement; and the reconceptualization of school cultures that tend to be organized in significantly different ways.
Gallego, M.A., Rueda, R., & Moll, L.C. (2003).
Mediating Language and Literacy: Lessons From an After-School Setting.
In G.G. García (Ed.), English Learners (pp. 387-407). Newark, DE: International Reading Association.