Multilingualism and Reading Identities in Prekindergarten: Young Children Connecting Reading, Language, and the Self

Autor/in	Wagner, Christopher J.
Titel	Multilingualism and Reading Identities in Prekindergarten: Young Children Connecting Reading, Language, and the Self
Quelle	In: Journal of Language, Identity, and Education, 21 (2022) 6, S.423-438 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wagner, Christopher J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2020.1810046
Schlagwörter	Multilingualism; Reading Skills; Self Concept; Case Studies; Preschool Children; English (Second Language); Spanish; Second Language Learning; Language of Instruction; Preschool Education; Teacher Attitudes; Student Attitudes; Reading Attitudes; Books; Student Characteristics; Interpersonal Relationship; Researchers + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Reading skill; Lesefertigkeit; Selbstkonzept; Case study; Fallstudie; Case Study; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; English as second language; English; Second Language; Englisch als Zweitsprache; Spanisch; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Lehrerverhalten; Schülerverhalten; Reading behavior; Rading behaviour; Leseverhalten; Book; Buch; Monographie; Monografie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Researcher; Forscher
Abstract	Reading identities, or the ways that a child constructs the self as a reader across contexts and time, play a role in the development of early reading. Prior research on reading identities has reported primarily on the identities of monolingual children. This multiple case study examines the reading identities of young multilingual children. Participants were 10 four- and five-year-old multilingual children from two prekindergarten classrooms in the United States: one monolingual English classroom and one classroom where English and Spanish were used for instruction. Data were gathered using child-centered interviews, child and classroom observations, teacher interviews, and a family questionnaire. A cross-case analysis led to the identification of three aspects of early reading identities connected to multilingualism. These show the ways that young multilingual children construct concepts of the self as reader that are responsive to the experience of being multilingual. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01