A Case Study: Emergent Biliteracy in English and Chinese of a 5-Year-Old Chinese Child with Wordless Picture Books

Autor/inn/en	Hu, Ran; Commeyras, Michelle
Titel	A Case Study: Emergent Biliteracy in English and Chinese of a 5-Year-Old Chinese Child with Wordless Picture Books
Quelle	In: Reading Psychology, 29 (2008) 1, S.1-30 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
Schlagwörter	Invented Spelling; Picture Books; Foreign Countries; Kindergarten; Mandarin Chinese; Emergent Literacy; Language Skills; Case Studies; English (Second Language); Childrens Literature; Language Acquisition; Story Telling; Teaching Methods; Sentences; Literacy Education; Young Children; Language of Instruction; Oral Language + Suchen Sie Ihr Suchwort? Rechtschreibdidaktik; Picture book; Bilderbuch; Ausland; Frühleseunterricht; Language skill; Sprachkompetenz; Case study; Fallstudie; Case Study; English as second language; English; Second Language; Englisch als Zweitsprache; 'Children''s literature'; Kinderliteratur; Sprachaneignung; Spracherwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Sentence analysis; Satzanalyse; Frühe Kindheit; Teaching language; Unterrichtssprache; Oral interpretation; Mündlicher Sprachgebrauch
Abstract	This study was designed to investigate the development of a 5-year-old child's language and literacy development in English and Chinese within a 10-week tutoring context where the primary materials were wordless picture books. Storytelling in English and Chinese were the primary activities in each session. Extended activities included labeling, sentence making, and invented spelling. Data were analyzed to examine the child's development in alphabet and character recognition, directionality, and oral and reading vocabulary in English and Chinese. Results indicated that wordless picture books combined with the extended literacy activities facilitated the child's learning in both the languages.Ran, while volunteering in a kindergarten classroom, met Chaochao (pseudonym), a 5-year-old girl, who had come from China only 4 weeks ago. Ran could see that Chaochao was uncomfortable and unresponsive in the classroom where everyone spoke English. When she talked to Chaochao in Chinese, Chaochao nodded and smiled. After a while, she murmured that she did not understand what the teacher said. Ran offered to teach Chaochao outside of school. Chaochao's parents accepted. Teaching Chaochao provided the opportunity to investigate how her English and Chinese language skills developed concurrently. Specifically, Ran studied the use of wordless picture books to promote emergent biliteracy. (Contains 6 tables and 7 figures.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10