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Collections of stories from a range of cultural and languages backgrounds

One Thousand and One Arabian Nights retold by Geraldine McCaughrean
Oxford, ISBN 9780192750139

Tales from Africa retold by Kathleen Arnott
Oxford,  ISBN 0192750798

Folktales from India edited by A.K Ramanujan
Pantheon Books, ISBN 0679748326

Pakistani Folktales by Ashraf Siddiqui
Hippocrene Books New York, ISBN 0781807034

Favorite Folktales from Around the World by Jane Yolen
Pantheon Books, ISBN 978-0394751887

The Complete Fairy Tales by The Brothers Grimm
Vintage Books, ISBN 9780009951441

Drama and language learning books

Second Language Learning through Drama – Practical Techniques and Applications
Edited by Joe Winston, ISBN 978-0-415-597791

Drama is increasingly being recognised as a valuable pedagogy for language learning as it can harness children‘s imaginations and stimulate their desire to communicate. Second Learning Language through Drama draws on current theories of additional and foreign language learning and illustrates through practical case studies how drama can be used to support the four key skills of listening, speaking, reading and writing.

Multilingualism by Adrian Blackledge and Angela Creece
Continuumbooks, ISBN 9780826492098

Adrian Blackledge and Angela Creese examine issues such as nationalism, heritage, culture, identity negotiation, ideology and power. They offer responses from their detailed investigations of the language practices of multilingual young people and their teaching experiences in complementary schools in four cities in England. As a comprehensive examination of the issues surrounding multilingualism, it will be essential reading for advanced students and researchers of sociolinguistics and multilingualism.

Teaching Bilingual Children edited by Adrian Blackledge
Trentham Books, ISBN 858560144

The most effective learning medium for children is their first language. In this book contributors from Australia, Canada, England, New Zealand and the United States describe how primary-age children in these anglophone countries are learning in the language of their home. The contributors demonstrate that solely monolingual schooling in a multicultural society fail to meet the needs of bilingual children and argue that linguistic minorities must have the opportunity to participate in the development of language policy. The bicultural experience of minority groups is explored and strategies are presented for the teaching of bilingual children by English monolingual teachers.

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