The Hybrid Literacy Practices of Young Immigrant Children: Lessons Learned from an English-Only Preschool Classroom

Autor/in	Soltero-Gonzalez, Lucinda
Titel	The Hybrid Literacy Practices of Young Immigrant Children: Lessons Learned from an English-Only Preschool Classroom
Quelle	In: Bilingual Research Journal, 31 (2008) 1-2, S.75-93 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
Schlagwörter	Video Technology; Language of Instruction; Immigrants; Bilingualism; Literacy; Case Studies; Qualitative Research; Mexican Americans; Preschool Children; Audio Equipment; Interviews; English (Second Language); Second Language Learning; English Only Movement; Arizona + Suchen Sie Ihr Suchwort? Teaching language; Unterrichtssprache; Immigrant; Immigrantin; Immigranten; Bilingualismus; Alphabetisierung; Schreib- und Lesefähigkeit; Case study; Fallstudie; Case Study; Qualitative Forschung; Hispanoamerikaner; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Audio-CD; Interviewing; Interviewtechnik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb
Abstract	This qualitative case study examines the literacy practices of an emerging bilingual child in a preschool classroom comprised mostly of recent Mexican immigrant students. It describes how political pressures after the passage of Proposition 203 in Arizona alter the language of instruction in the classroom, even when preschools do not have to conform to this mandate. Data collection included video and audio recordings of students' literacy practices during one school year, field notes, students' work samples, and interviews with students, teachers, and parents. Findings reveal that despite school-sanctioned English literacy practices, emerging bilingual children find ways to draw on hybrid practices and multiple literacies across two languages in student-centered social spaces. The paper concludes with the implications of the study on the education of young immigrant children. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10