Book Review: Schwartz,M.,Ecological perspectives in early language education: Parent,teacher,peer,and child agency in interaction

Adami R. (2024). Childism, intersectionality and the rights of the child: The myth of a happy childhood (1st ed.). Routledge.

Andrén M. Zetterqvist Nelson K. (2024). Listening to children: Theories and ethics of listening. Research Report on Childhood and the Study of Children, 1, 1–19. https://doi.org/10.3384/report-204274

Aronsson K. (2020). Myths about bilingual learning in family life settings: Werner Leopold’s child language biographies and contemporary work on children’s play practices. Learning, Culture and Social Interaction, 26, 100226. https://doi.org/10.1016/j.lcsi.2018.03.011

Blum-Kulka S. Snow C. E . (Eds.). (2002). Talking to adults: The contribution of multiparty discourse to language acquisition. Lawrence Erlbaum Associates.

Bronfenbrenner U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.

Church A. Bateman A. (Eds.). (2022). Talking with children: A handbook of interaction in early childhood education (1st ed.). Cambridge University Press.

Douglas S. J. Michaels M. W. (2004). The mommy myth: The idealization of motherhood and how it has undermined women. Free Press.

Goodwin C. (2018). Co-operative action. Cambridge University Press.

James A. Prout A. (Eds.). (1997). Constructing and reconstructing childhood: Contemporary issues in the sociological study of childhood. Falmer Press.

Klocker N. (2007). An example of “thin” agency: Child domestic workers in Tanzania. In Panelli R. Punch S. Robson E. (Eds.), Global perspectives on rural childhood and youth: Young rural lives (pp. 83–94). Routledge.

Komulainen S. L. (2020). Children’s Voices. In The SAGE Encyclopedia of Children and Childhood Studies (Vol. 1–4, pp. 507–510). SAGE Publications, Inc.

Kroskrity P. (2008). Language ideologies. In Duranti A. (Ed.), A companion to linguistic anthropology (pp. 496–517). John Wiley & Sons.

Lave J. Wenger E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.

Lightbown P. Spada N. M. (2013). How languages are learned (4th ed.). Oxford University Press.

Norton B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9–31. https://doi.org/10.2307/3587803

Orrmalm A. Sjöberg J. Sparrman A. Tiefenbacher R. Löw J. Annerbäck J. Sköld J. Strid E. H. Hedrén S. Lago L. Anatoli O. Hrechaniuk Y. Prout A. Tesar M. (2024). Centring children in research: A collaborative exploration into child-centredness as method and theory. Child Studies, 6, 6. https://doi.org/10.21814/childstudies.5745

Pinker S. (1994). The language instinct: How the mind creates language (2. [print.]). Morrow.

Tomasello M. (1995). Language is not an instinct. Cognitive Development, 10, 131–156.