Writing Their Way into Talk: Emergent Bilinguals' Emergent Literacy Practices as Pathways to Peer Interaction and Oral Language Growth

Autor/in	Bernstein, Katie A.
Titel	Writing Their Way into Talk: Emergent Bilinguals' Emergent Literacy Practices as Pathways to Peer Interaction and Oral Language Growth
Quelle	In: Journal of Early Childhood Literacy, 17 (2017) 4, S.485-521 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/1468798416638138
Schlagwörter	Bilingualism; Emergent Literacy; Language Acquisition; Second Language Learning; Oral Language; Multiple Literacies; Alphabets; Classroom Environment; Peer Relationship; English (Second Language); Sociocultural Patterns; Learning Theories; Ethnography; Turkish; Indo European Languages; Preschool Children; Second Language Instruction; Native Language; Vocabulary Development; Refugees; Disadvantaged Youth; Discourse Analysis; Preschool Education + Suchen Sie Ihr Suchwort? Bilingualismus; Frühleseunterricht; Sprachaneignung; Spracherwerb; Zweitsprachenerwerb; Oral interpretation; Mündlicher Sprachgebrauch; Buchstabenschrift; Klassenklima; Unterrichtsklima; Peer-Beziehungen; English as second language; English; Second Language; Englisch als Zweitsprache; Soziokulturelle Theorie; Learning theory; Lerntheorie; Ethnografie; Türkisch; Indoeuropäisch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Fremdsprachenunterricht; Wortschatzarbeit; Flüchtling; Benachteiligter Jugendlicher; Diskursanalyse
Abstract	This paper explores the idea that young children's emergent literacy practices can be tools for mediating peer interaction, and that, therefore, literacy, even in its earliest stages, can support oral language development, particularly for emergent bilinguals. The paper draws on data collected during a year-long ethnographic study of 11 Nepali- and Turkish-speaking three- and four-year-olds learning English in their first year of school. Using neo-Vygotskian activity theory as a guide, this paper examines the children's classroom literacy practices, particularly around writing and the alphabet, in order to understand, first, how literacy functioned as a socially embedded activity for these students (sometimes in ways that contrasted with the official literacy practices of the classroom), and second, how that activity facilitated students' interaction across language backgrounds. Finally, this paper offers a genetic analysis, or an analysis across time, of how students' interactions with multimodal composing functioned as contexts for emergent bilinguals' oral language development, and in particular, vocabulary acquisition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01