Supporting Emergent Bilingual Children's Literacy Development Simultaneously in Turkish and English Languages: A Focus on Phonological Awareness of 3 and 4 Years Old Children

Autor/in	Firat, Kübra
Titel	Supporting Emergent Bilingual Children's Literacy Development Simultaneously in Turkish and English Languages: A Focus on Phonological Awareness of 3 and 4 Years Old Children
Quelle	In: International Journal of Bilingual Education and Bilingualism, 24 (2021) 7, S.1011-1023 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Firat, Kübra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2018.1530189
Schlagwörter	Emergent Literacy; Bilingual Schools; Preschools; Preschool Children; Phonological Awareness; Parent Role; Teacher Role; Classroom Environment; Family Environment; English (Second Language); Native Language; Turkish; Private Schools; Foreign Countries; Bilingualism; United Kingdom (London) + Suchen Sie Ihr Suchwort? Frühleseunterricht; Bilingual scholl; Bilinguale Schule; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Parental role; Elternrolle; Lehrerrolle; Klassenklima; Unterrichtsklima; Familienmilieu; English as second language; English; Second Language; Englisch als Zweitsprache; Türkisch; Private school; Privatschule; Ausland; Bilingualismus
Abstract	The aim of this study is to investigate how early childhood educators and parents support emergent bilingual children's emergent biliteracy skills in Turkish and English, in particular, their phonological awareness (PA) in the two languages. Having socio-cultural lenses, an embedded single case study using ethnographic tools was conducted. A bilingual classroom was selected in a private bilingual nursery located in London, England. In this classroom, the children were 3 or 4 years old and most of them had emergent bilingualism in Turkish/English languages. It was found that the classroom and the families did not provide equal learning opportunities for emergent bilingual children to develop their dual literacy skills simultaneously, since the English early years framework requires all children from linguistically diverse backgrounds to achieve literacy skills in English only. However, thanks to the children's enquiries in their literacy learning process, the educators' informative responses overlap between phoneme-letter correspondence in English and Turkish and universality of PA activities across languages, the educators and the parents taught Turkish PA skills. These findings yielded important practical implications that educators and families can apply for teaching dual literacy skills to emergent bilingual children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01