An Emergent Bilingual Child's Multimodal Choices in Sociodramatic Play

Autor/inn/en	Bengochea, Alain; Sembiante, Sabrina F.; Gort, Mileidis
Titel	An Emergent Bilingual Child's Multimodal Choices in Sociodramatic Play
Quelle	In: Journal of Early Childhood Literacy, 18 (2018) 1, S.38-70 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bengochea, Alain)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/1468798417739081
Schlagwörter	Bilingualism; Play; Second Language Learning; Code Switching (Language); Discourse Analysis; Case Studies; Task Analysis; Preschool Children; Bilingual Education Programs; Spanish; Males; English (Second Language); Semiotics; Child Development; Intelligence Tests; Verbal Ability; Vocabulary; Phonological Awareness; Screening Tests; Video Technology; Ethnography; Peer Relationship; Peabody Picture Vocabulary Test; Preschool Language Scale + Suchen Sie Ihr Suchwort? Bilingualismus; Spiel; Zweitsprachenerwerb; Diskursanalyse; Case study; Fallstudie; Case Study; Aufgabenanalyse; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Spanisch; Male; Männliches Geschlecht; English as second language; English; Second Language; Englisch als Zweitsprache; Semiotik; Kindesentwicklung; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Screening-Verfahren; Ethnografie; Peer-Beziehungen
Abstract	In this case study, situated in a preschool classroom within an early childhood Spanish/English dual language programme, we examine how an emergent bilingual child engages with multimodal resources to participate in sociodramatic play discourses. Guided by sociocultural and critical discourse perspectives on multimodality, we analysed ways in which Anthony, a four-year-old emergent bilingual child, engaged in meaning-making during play through verbal, visual and actional modes and in conjunction with additional subcategories in his transmodal repertoire (e.g. translanguaging, sentence types, actual versus signified use of artefacts). Our results revealed differences in the ways Anthony engaged his verbal modes (e.g. monolingual languaging versus translanguaging; varying sentence types) together with actional and visual modes to accomplish adult-centric tasks versus creatively engaging in child-centric play. His translanguaging furthered his communication in tandem with the affordances of his visual and actional resources, depending on his play purposes and collaborators. Anthony's case illustrates how emergent bilingual children access a variety of modes to participate in literate discourses in complex and varied ways. This article concludes with a discussion on the importance of thoroughly accounting for the contexts and multimodal supports in interactive learning spaces. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01