Understanding Young Children's Everyday Biliteracy: "Spontaneous" and "Scientific" Influences on Learning

Autor/in	Durán, Leah
Titel	Understanding Young Children's Everyday Biliteracy: "Spontaneous" and "Scientific" Influences on Learning
Quelle	In: Journal of Early Childhood Literacy, 18 (2018) 1, S.71-96 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/1468798417740617
Schlagwörter	Bilingualism; English (Second Language); Second Language Learning; Second Language Instruction; Language of Instruction; Sociocultural Patterns; Learning Theories; Writing (Composition); Emergent Literacy; Grade 1; Elementary School Students; Elementary School Teachers; Spanish; Language Usage; Teaching Methods; Qualitative Research; Observation; Classroom Communication; Video Technology; Invented Spelling; Graphemes + Suchen Sie Ihr Suchwort? Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching language; Unterrichtssprache; Soziokulturelle Theorie; Learning theory; Lerntheorie; Schreibübung; Frühleseunterricht; School year 01; 1. Schuljahr; Schuljahr 01; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Spanisch; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Beobachtung; Klassengespräch; Rechtschreibdidaktik
Abstract	This research describes the biliteracy learning of young bilingual children in an English as a Second Language classroom. In particular, it explores factors influencing their biliteracy in a context that provided systematic and formalized instruction only in English. Using a holistic perspective on bilingualism and sociocultural theories of learning, this study analyzes children's writing and writing-related talk. In particular, this study draws on Vygotsky's notion of "scientific" and "spontaneous" learning. The findings suggest that children used concepts that they had been systematically taught and applied them to new circumstances, that they drew on support from their families outside school, and that their interactions with each other supported their biliterate development. (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