Exploring Bilingual Books with Five Chinese First Graders: Children's Responses and Biliteracy Development

Autor/inn/en	Hu, Ran; Chen, Xiaoning; Li, Xiuping
Titel	Exploring Bilingual Books with Five Chinese First Graders: Children's Responses and Biliteracy Development
Quelle	In: Reading Horizons, 52 (2012) 1, S.57-87, Artikel 4 (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0502
Schlagwörter	Case Studies; Bilingualism; Chinese; English (Second Language); Second Language Learning; Picture Books; Literacy; Cultural Background; Prior Learning; Childrens Literature; Sociocultural Patterns; Qualitative Research; Grade 1; Elementary School Students; Word Lists; Teaching Methods; Foreign Countries; Interviews; Pretests Posttests; China (Beijing) + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Bilingualismus; China; Chinesen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Picture book; Bilderbuch; Alphabetisierung; Schreib- und Lesefähigkeit; Vorkenntnisse; 'Children''s literature'; Kinderliteratur; Soziokulturelle Theorie; Qualitative Forschung; School year 01; 1. Schuljahr; Schuljahr 01; Wortliste; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Interviewing; Interviewtechnik
Abstract	This qualitative case study examines how five Chinese first graders responded to bilingual English/Chinese picture books and how bilingual books used during an eight-week study session impacted their bilingual and biliteracy development. Reader response and socio-cultural theories were the theoretical perspectives that underpin this study. Four bilingual picture books were selected for the five participating Chinese children to read during an eight-week period. The researchers specifically sought answers to two questions: (1) How do Chinese children respond to the bilingual books? (2) What impact do the bilingual book study sessions have on children's bilingual and biliteracy development? The findings suggested these children responded positively by becoming engaged, making connections, activating cultural and background knowledge, and showing unnoticed talent. In addition, bilingual books, combined with appropriate instruction, can be a powerful resource to promote bilingual and biliteracy development. (As Provided).
Anmerkungen	Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site: http://scholarworks.wmich.edu/reading_horizons/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01