Examining Meaning Making from Reading Wordless Picture Books in Chinese and English by Three Bilingual Children

Autor/inn/en	Hu, Ran; Liu, Xiaoming; Zheng, Xun
Titel	Examining Meaning Making from Reading Wordless Picture Books in Chinese and English by Three Bilingual Children
Quelle	In: Journal of Early Childhood Literacy, 18 (2018) 2, S.214-238 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/1468798416643357
Schlagwörter	Picture Books; Bilingualism; Age Differences; Language Usage; Story Telling; Qualitative Research; Chinese; Language Skills; Preferences; Preschool Children; Case Studies; Sociocultural Patterns; Check Lists; Reading Strategies; Cues; Scaffolding (Teaching Technique); English (Second Language); Language Acquisition; Second Language Learning; Mothers + Suchen Sie Ihr Suchwort? Picture book; Bilderbuch; Bilingualismus; Age; Difference; Age difference; Altersunterschied; Sprachgebrauch; Qualitative Forschung; China; Chinesen; Language skill; Sprachkompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Case study; Fallstudie; Case Study; Soziokulturelle Theorie; Checkliste; Reading strategy; Leselernstufe; Lesetechnik; Stichwort; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachaneignung; Spracherwerb; Zweitsprachenerwerb; Mother; Mutter
Abstract	This qualitative study examined three bilingual children's (aged 2, 3 and 4) meaning making and storytelling in relation to five wordless picture books over a period of 10 weeks. Guided by the Gradual Release of Responsibility Model the children were asked to read each book through four stages in both English and Chinese: I Read You Listen, I Read You help, You Read I help and You Read I Listen. The results suggested that the children applied a variety of techniques in their meaning-making process and that there were commonalities among the strategies they used as well as differences due to age, personal experiences and language ability. The children interacted with these books by making different connections and prompts from adults were also useful in facilitating their storytelling. Finally, the children's preferences for language use and their unique characteristics in storytelling were also discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01