Playful Dialogues of a Bilingual Child in Everyday Conversations: Foundations of Early Literacy

Autor/inn/en	Soto Huerta, Mary Esther; Riojas-Cortez, Mari
Titel	Playful Dialogues of a Bilingual Child in Everyday Conversations: Foundations of Early Literacy
Quelle	In: International Multilingual Research Journal, 8 (2014) 3, S.231-249 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2014.917578
Schlagwörter	Bilingualism; Mexican Americans; Bilingual Students; Case Studies; Young Children; Emergent Literacy; Interpersonal Communication; Play; Imagination; Adults; Metacognition; Metalinguistics; Critical Thinking; Language Usage; Sociolinguistics; Spanish; English; Family Environment; Qualitative Research; Participant Observation; Coding; Language Processing + Suchen Sie Ihr Suchwort? Bilingualismus; Hispanoamerikaner; Case study; Fallstudie; Case Study; Frühe Kindheit; Frühleseunterricht; Interpersonale Kommunikation; Spiel; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Metalanguage; Metasprache; Kritisches Denken; Sprachgebrauch; Soziolinguistik; Spanisch; English language; Englisch; Familienmilieu; Qualitative Forschung; Teilnehmende Beobachtung; Codierung; Programmierung; Sprachverarbeitung
Abstract	Many young children of Mexican heritage enter U.S. schools with knowledge of two language systems and emergent biliterate abilities. Bilingualism in young children may go unnoticed when instructional practices favor English. This case study describes how Lucía's bilingualism and emergent biliteracy parallel competencies essential to literacy development. The language samples highlight the influence of adult-mediation interactions in everyday conversations as well as during playful dialogues, characterized by the incorporation of fantasy and symbolic play. The findings show how adult-mediated dialogues challenged the young bilingual to engage her metacognitive and metalinguistic awareness when positioned to meet communicative goals and to solve conceptual conflicts, both verbal and written. These opportunities guided the young child to also critically think about language and to expand her notions about literacy. We draw implications about how educators can leverage these metacognitive and metalinguistic competencies as educational resources. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10