ABSTRACT

The exerpts from exchanges illustrate the complex web of continuities and discontinuities in language-use patterns between the home of Nelson Maldonado, a Spanish-dominant Puerto Rican five year old, and his bilingual kindergarten classroom. This chapter explores some of these continuities and discontinuities, with a focus on the patterns of questions used by the teacher, parents and children during lessons. It attempts to add to a growing body of information on the competencies of children from a variety of cultural backgrounds and their opportunities for learning at home. It also suggests ways in which teachers can build on these competencies and experiences to help children bridge the gap between home and school. Much of the work comparing teaching and learning in homes and schools has emphasised continuities or discontinuities as if they were mutually exclusive. Nelson's story illustrates a complex and dynamic process. It is clear that both the teacher and parents create continuity for Nelson by mutually supporting each other.