The Role of Peer Relationships and Interactions in Preschool Bilingual Children's Responses to Picture Books

Autor/in	Kim, So Jung
Titel	The Role of Peer Relationships and Interactions in Preschool Bilingual Children's Responses to Picture Books
Quelle	In: Journal of Early Childhood Literacy, 16 (2016) 3, S.311-337 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/1468798415577874
Schlagwörter	Role; Peer Relationship; Preschool Children; Bilingualism; Emergent Literacy; Case Studies; Longitudinal Studies; Korean; English (Second Language); Second Language Learning; Validity; Credibility; Picture Books; Korean Americans; Childrens Literature; Reading Aloud to Others; Sociocultural Patterns; Teacher Student Relationship; Code Switching (Language); Qualitative Research; Participant Observation + Suchen Sie Ihr Suchwort? Rollen; Peer-Beziehungen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Bilingualismus; Frühleseunterricht; Case study; Fallstudie; Case Study; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Koreanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Gültigkeit; Glaubwürdigkeit; Picture book; Bilderbuch; 'Children''s literature'; Kinderliteratur; Soziokulturelle Theorie; Teacher student relationships; Lehrer-Schüler-Beziehung; Qualitative Forschung; Teilnehmende Beobachtung
Abstract	In spite of the emphasis on the importance of social contexts in children's literacy development, there is still a startling scarcity of studies examining the role of peer relationships in preschool bilinguals' literary practices. This qualitative case study investigates how peer relationships and interactions among preschool, Korean-English bilingual children affect their responses to picture books during whole group read-alouds. As part of a comprehensive 18-month longitudinal study, this article focuses on data collected over a period of 10 months. Multiple data collection sources were used to enhance the credibility and validity of the study. Results indicated that the children's literary responses were highly influenced by their different social relationships with peers. Thus, in order to create supportive literature environments, it is important for teachers to pay considerable attention to what bilingual students experience with their peers. With more engrossing narratives and vivid descriptions, the study aims to provide insights into the significance of peer relationships and interactions in early literacy practices in bilingual settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01