Languaging among Latinx Siblings in Immigrant Homes: Implications for Teaching Literacy

Autor/inn/en	Kibler, Amanda K.; Palacios, Natalia; Paulick, Judy; Hill, Tatiana
Titel	Languaging among Latinx Siblings in Immigrant Homes: Implications for Teaching Literacy
Quelle	In: Theory Into Practice, 59 (2020) 1, S.42-52 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2019.1665409
Schlagwörter	Language Usage; Family Environment; Siblings; Hispanic Americans; Interaction; Sibling Relationship; English (Second Language); Immigrants; Social Influences; Teacher Role; Preschool Children; Spanish Speaking; Language Acquisition; Second Language Learning; Oral Language; Written Language; Self Control; Reading Skills; Story Telling + Suchen Sie Ihr Suchwort? Sprachgebrauch; Familienmilieu; Sibling; Geschwister; Hispanic; Hispanoamerikaner; Interaktion; Sibling relations; Geschwisterbeziehung; English as second language; English; Second Language; Englisch als Zweitsprache; Immigrant; Immigrantin; Immigranten; Sozialer Einfluss; Lehrerrolle; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sprachaneignung; Spracherwerb; Zweitsprachenerwerb; Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache; Selbstbeherrschung; Reading skill; Lesefertigkeit
Abstract	This article synthesizes multiple studies that we have conducted on language and literacy practices among Latinx siblings at home, and identifies implications for teaching. Examples from micro-ethnographic discourse analyses provide rich vignettes of sibling interactions within Mexican and Central American immigrant households to illustrate how siblings engage in complex negotiations as they language together at home, in English and Spanish. Older siblings provided unique scaffolds for younger children's learning and development in ways that demonstrated broad and flexible expertise, but these practices also reflected the complex social and linguistic circumstances in which immigrant-origin Latinx children live. Findings suggest that teachers can play active roles in supporting language and literacy development inside and outside classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01