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Observers of the world: Primary grade students imagining solutions for broken environmental and social systems 世界的观察者小学生为破损的环境和社会系统寻找解决方案
IF 1.6 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-12-19 DOI: 10.1177/14687984241307381
Margaret S Curwen, Amy Ardell, Laurie MacGillivray
Systems thinking is a holistic framework recognizing the natural and human worlds as interconnected and interdependent. A systems thinking perspective using multimodal literacies can help children address current environmental, social, and economic problems. This qualitative case study captures the possibilities for young children’s expansive and sustained critical thinking across content areas. We asked how do teachers and students in a K-1 classroom apply a systems thinking view of the world’s interconnectedness using multimodal literacy practices to analyze problematic social and ecological issues? During a one-year period, data collection included classroom observations, photographs, student artifacts, and interviews with teachers and students analyzed through distinctions, systems, relationships, and perspectives (Cabrera and Colosi, 2008). We found that students made connections and explored relationships within and across complex systems, imagined solutions to broken systems, and developed as change agents. This article captures children’s ability to be agentive when facing “wicked problems.” These findings demonstrate the capacity of young children to make connections, see relationships, and wrestle with complex social and environmental issues as they develop imaginative solutions.
系统思维是一个整体框架,认识到自然和人类世界是相互联系和相互依存的。使用多模态读写的系统思维视角可以帮助儿童解决当前的环境、社会和经济问题。这个定性的案例研究抓住了幼儿跨内容领域扩展和持续批判性思维的可能性。我们的问题是,K-1课堂上的教师和学生如何运用系统思维的观点来看待世界的相互联系,并使用多模态读写实践来分析有问题的社会和生态问题?在一年的时间里,数据收集包括课堂观察、照片、学生文物和对教师和学生的采访,通过区别、系统、关系和观点进行分析(Cabrera和Colosi, 2008)。我们发现,学生们在复杂系统内部和系统之间建立联系,探索关系,为破碎的系统设想解决方案,并成为变革的推动者。这篇文章抓住了孩子们面对“邪恶问题”时的代理能力。这些发现表明,幼儿有能力建立联系,看到关系,并在想出富有想象力的解决方案时解决复杂的社会和环境问题。
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引用次数: 0
Starting small: Engaging young learners with literacy through multilingual storytelling 从小事做起:通过多语言讲故事的方式,让年轻学习者培养读写能力
IF 1.6 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-12-09 DOI: 10.1177/14687984241303390
Sue Ollerhead, Gillian Pennington
In Australian schools, approximately 20% of young children are emergent bilinguals, who are simultaneously developing their home languages while learning through English. While many teachers recognise the benefits of multilingual teaching approaches in culturally and linguistically diverse classrooms, there remains a significant level of uncertainty about how to enact them. These approaches depend heavily on teachers’ ability to leverage young learners’ cultural and linguistic funds of knowledge, as well as to apply pedagogies that engage the full range of their linguistic abilities. To effectively develop these strategies, many teachers require additional support. This paper presents a study in which researchers collaborated with a classroom teacher to initiate a multilingual storytelling project aimed at children aged six to seven. The objective was to explore the potential of multilingual storytelling to engage young emergent bilingual learners in early reading and writing activities. Our findings indicate that this pedagogical approach, rooted in the principles of translanguaging, significantly enhanced the students' engagement with literacy. By validating their home languages and cultural identities, the project provided strong support for their oral language development, demonstrating the effectiveness of integrating multilingual practices in the foundational years of education.
在澳大利亚的学校里,大约有 20% 的幼儿属于新兴双语儿童,他们在学习英语的同时,也在发展自己的母语。虽然许多教师都认识到在文化和语言多样化的课堂上采用多语言教学方法的好处,但在如何采用这些方法方面仍然存在很大的不确定性。这些方法在很大程度上取决于教师是否有能力利用年轻学习者的文化和语言知识基金,以及是否有能力运用教学法充分调动他们的语言能力。为了有效地发展这些策略,许多教师需要额外的支持。本文介绍了一项研究,在这项研究中,研究人员与一名任课教师合作,启动了一个针对六至七岁儿童的多语言讲故事项目。研究的目的是探索多语种故事教学在吸引早期双语学习者参与早期阅读和写作活动方面的潜力。我们的研究结果表明,这种植根于 "翻译语言 "原则的教学方法大大提高了学生对识字的参与度。通过验证他们的母语和文化身份,该项目为他们的口语发展提供了强有力的支持,证明了在基础教育阶段融入多语言实践的有效性。
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引用次数: 0
Windows & mirrors but mostly windows: Early childhood administrators view on diverse books 窗户和镜子,但主要是窗户:幼儿教育管理者对多样化图书的看法
IF 1.6 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-10-24 DOI: 10.1177/14687984241291378
Paige Averett, Madison Alexander, Anne Ticknor, Archana V Hegde, Lanie Philips Holmes
This qualitative study examined the responses of North Carolina child care center administrators on the role of books and specifically diverse books in children’s lives. Additionally, the administrators provided descriptions of what constitutes a diverse book. Sixty-five administrators from high quality child care centers responded to three open ended questions in an online survey. Resulting themes were that books and diverse books provide literacy and learning as well as windows and mirrors. However, there was a stronger focus on the functions that windows provide. Diverse book descriptions focused mainly on race, culture, family structure, and ability but overall the descriptions were very limited in their focus. The findings speak to a need for further training of administrators on diversity and inclusion and the role of diversity in books to enhance children’s development.
这项定性研究考察了北卡罗来纳州托儿所管理者对图书,特别是多样化图书在儿童生活中的作用的反应。此外,管理员们还对什么是多样化图书进行了描述。65 名来自优质托儿所的管理人员回答了在线调查中的三个开放式问题。调查结果的主题是,图书和多样化图书提供了识字和学习的机会,也是窗户和镜子。然而,人们更关注窗户所提供的功能。对多元化图书的描述主要集中在种族、文化、家庭结构和能力方面,但总体而言,描述的重点非常有限。研究结果表明,有必要就多样性和包容性以及图书多样性在促进儿童发展方面的作用对管理者进行进一步培训。
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引用次数: 0
Book review: Toward a BlackBoyCrit pedagogy black boys: Male teachers, and early childhood classroom practices 书评:走向黑人男孩批判教学法:男教师和幼儿课堂实践
IF 1.6 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-10-17 DOI: 10.1177/14687984241290690
Olivia Karaolis
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引用次数: 0
Writing experiences in early childhood classrooms where children made higher language gains 在儿童语言能力提高较快的幼儿课堂上进行写作体验
IF 1.6 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-28 DOI: 10.1177/14687984241289603
Clariebelle Gabas, Rachel E Schachter, Jamlick PO Bosire
Although early writing is considered an essential pathway to language and literacy development for preschool-age children (i.e., 3- to 5-years-old), it tends to receive less priority when compared to reading in early childhood (EC) education. To bolster teachers’ early writing practices, researchers have closely examined the nature of the writing instruction and experiences that occur in EC classrooms. In this multiple methods study, we capitalized on a purposeful sample of 30 classrooms where children demonstrated higher language gains to examine and describe how early writing experiences were implemented in these contexts. Using deductive and inductive approaches, we explored various characteristics of writing events that occurred, including the grouping format, activity setting, instructional foci, and teachers’ supportive strategies to understand how these characteristics worked together to shape teacher-child writing interactions. We found that the written product and instructional foci were linked to teachers’ use of specific strategies, which ultimately shaped children’s participation in writing, particularly children’s engagement with different components of writing (i.e., handwriting, spelling, and composing). Findings of this study provide important insight into the dynamic interplay of environmental, instructional, and interactional factors that shape writing instruction and experiences in EC classrooms.
虽然早期写作被认为是学龄前儿童(即 3-5 岁儿童)语言和读写能力发展的重要途径,但在儿童早期教育(EC)中,与阅读相比,早期写作往往不太受重视。为了加强教师的早期写作实践,研究人员仔细研究了幼儿教育课堂中写作教学的性质和经验。在这项多种方法的研究中,我们有目的性地抽取了 30 个儿童语言进步较快的课堂,研究并描述了在这些环境中如何实施早期写作经验。我们采用演绎和归纳的方法,探索了写作活动的各种特征,包括分组形式、活动设置、教学重点和教师的支持策略,以了解这些特征如何共同塑造教师与儿童之间的写作互动。我们发现,书面产品和教学重点与教师使用的特定策略有关,这些策略最终影响了儿童对写作的参与,特别是儿童对写作不同组成部分(即手写、拼写和作文)的参与。本研究的结果为我们提供了一个重要的视角,让我们了解环境、教学和互动因素之间的动态相互作用,这些因素决定了幼儿教育课堂中的写作教学和写作体验。
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引用次数: 0
Emergent bilingual preschoolers’ verbal and embodied engagement behaviors in read aloud 初学双语的学龄前儿童在朗读中的语言和身体参与行为
IF 1.6 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-24 DOI: 10.1177/14687984241286005
Sabrina F Sembiante, Kimberly Theophile, Mileidis Gort
Shared reading is a crucial site for children’s emerging reading skills when children engage affectively, behaviorally, and cognitively in the reading process. To inform a more holistic, collective, and inclusive view of observable engagement in read aloud (RA) behaviors, authors examined EB preschoolers’ micro-moment engagement behaviors to understand how they recruit their verbal and embodied modes to attend to RAs and how these behaviors align with prior engagement typologies. A phenomenological approach was implemented to examine EB preschool students’ moment-to-moment, multimodal forms of engagement across three video recorded RAs that consisted of 258 units of analysis. Findings reveal that EB preschoolers’ attentiveness and attention divergence during RA activities were showcased across a multimodal continuum but did not necessarily indicate disengagement or inattention. Opportunities for children’s contemplation were constrained by social and behavioral expectations of their compliance, and within less dialogic RAs, these expectations undermined children’s multimodal means of textual engagement in favor of their quiet, undivided display of attention. Findings have implications for recognizing the role of young children’s multimodal expression in supporting their engagement and interactions in RA in ways that may contribute to their developing reading skills and outcomes.
当儿童以情感、行为和认知方式参与到阅读过程中时,分享阅读是儿童崭露头角的阅读技能的重要场所。为了对可观察到的参与朗读(RA)行为提供一个更全面、更集体、更包容的视角,作者研究了 EB 学龄前儿童的微观时刻参与行为,以了解他们是如何调动其语言和身体模式来参与朗读的,以及这些行为是如何与之前的参与类型相一致的。研究人员采用了一种现象学方法来研究 EB 学龄前儿童在三个由 258 个分析单元组成的 RA 视频录像中的瞬间多模态参与形式。研究结果表明,EB 学前儿童在体验活动中的专注力和注意力分散表现出多模态的连续性,但并不一定表示脱离或注意力不集中。儿童沉思的机会受到社会和行为期望的限制,在对话较少的活动中,这些期望削弱了儿童参与文本的多模态手段,而有利于他们安静、专注地展示注意力。研究结果对认识幼儿的多模态表达在支持他们在阅读活动中的参与和互动方面的作用具有重要意义,而这种参与和互动的方式可能有助于他们阅读技能的发展和阅读成果的取得。
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引用次数: 0
Exploring teacher candidates’ discursive shifts in translanguaging pedagogies during literacy instruction 探索师范生在识字教学过程中对译语教学法的话语转变
IF 1.6 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-14 DOI: 10.1177/14687984241277011
Faythe Beauchemin, Yueyang Shen, Geying Zhang
Although existing research describes how teacher candidates (TCs) have incorporated translanguaging pedagogies through practice-based assignments, little research closely examines how TCs engage in discursive shifts, or moment-to-moment linguistic decisions, in translanguaging pedagogies during literacy instruction in their field placement internships. Drawing on a larger study that utilized practitioner inquiry with an ethnographic approach, we analyzed TCs’ literacy instruction for their discursive shifts in which TCs and elementary students 1) engaged in translanguaging 2) spoke about named languages 3) attempted to draw upon multilingual students’ cultural and linguistic knowledges. Our analyses of TCs’ discursive shifts during translanguaging read-alouds showed that TCs employed more or less effective and affirming discursive shifts to position multilingual students as linguistic experts. TCs also employed certain discursive shifts that gave multilingual students more opportunities to share cultural and linguistic knowledge unknown to the TCs and peers than others. Lastly, TCs engaged in discursive shifts that provided multilingual students space to advocate for their linguistic, cultural and textual rights. We conclude by discussing the findings and sharing implications on developing effective and affirming uses of translanguaging pedagogies in literacy instruction.
尽管现有研究描述了候选教师(TCs)如何通过基于实践的作业融入翻译语言教学法,但很少有研究仔细研究候选教师在实地实习的识字教学过程中如何进行话语转换,或者说如何在瞬间做出语言决定。我们借鉴了一项采用人种学方法进行实践者调查的大型研究,分析了土耳其语教师在识字教学中的话语转换,其中土耳其语教师和小学生1)参与了翻译语言2)谈论了命名语言3)尝试利用多语种学生的文化和语言知识。我们对教师和小学生在 "翻译语言 "朗读过程中的话语转换进行的分析表明,教师和小学生或多或少地使用了有效的、肯定性的话语转换,将多语种学生定位为语言专家。同时,与其他教师相比,多语种教师还采用了一些话语转换,让多语种学生有更多机会分享多语种教师和同伴所不了解的文化和语言知识。最后,培训者的话语转换为多语种学生提供了主张其语言、文化和文本权利的空间。最后,我们对研究结果进行了讨论,并分享了在扫盲教学中有效和肯定地使用翻译语言教学法的意义。
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引用次数: 0
Translanguaging space through pointing gestures: Multilingual family literacy at a science museum 通过指向手势实现空间的语言转换:科学博物馆的多语言家庭扫盲
IF 1.6 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-11 DOI: 10.1177/14687984241276290
Min-Seok Choi
Translanguaging theory highlights the dynamic use of multiple languages and communication modes by multilingual people in their daily experiences. Museums are informal family learning spaces where multilingual families use languages and other semiotic resources to create learning opportunities for their children. Using a microethnographic approach to discourse analysis and multimodal interaction analysis, I examined how a multilingual family uses translanguaging practices to organize their family learning in museums and the role of pointing gestures as part of their translanguaging repertoires in multilingual family learning. The analysis of two literacy events highlights that a child and his mother translanguaged with various semiotic resources to organize museum performances, joint attention, and telling, and that pointing gestures played a role in constructing a translanguaging space as they organized the two performances. Pointing involved the family in reading signage texts and allowed the mother to translate them for the child. Viewing translation as part of the translanguaging repertoire, this study recognizes the importance of the role of pointing gestures in constructing family learning at museums, enriching children’s schooling and literacy learning in classrooms. I argue that recognizing pointing as a critical component of translanguaging allows educators to develop strategies that leverage families’ unique repertoires to support multilingual students’ language and literacy learning.
跨语言理论强调了多语言者在日常经历中对多种语言和交流模式的动态使用。博物馆是非正式的家庭学习空间,多语言家庭在这里使用语言和其他符号资源为孩子创造学习机会。我采用微观人种学方法进行话语分析和多模态互动分析,研究了一个多语家庭如何使用翻译语言实践来组织他们在博物馆的家庭学习,以及在多语家庭学习中作为翻译语言复制品一部分的指点手势的作用。对两个识字活动的分析突出表明,孩子和他的母亲利用各种符号资源进行翻译,以组织博物馆表演、共同关注和讲述。指路手势让家人参与阅读标识文本,并让母亲为孩子翻译这些文本。本研究将翻译视为翻译语言剧目的一部分,认识到指向手势在构建博物馆家庭学习、丰富儿童学校教育和课堂识字学习中的重要作用。我认为,认识到指向是翻译语言的一个重要组成部分,可以让教育工作者制定策略,利用家庭的独特习惯来支持多语种学生的语言和读写学习。
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引用次数: 0
Names y nombres: Names as gateways to biliteracy in multilingual early childhood classrooms 名称与姓名:名称是幼儿多语种课堂中通向双语教育的大门
IF 1.6 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-07 DOI: 10.1177/14687984241276304
Leah Durán, Katie A Bernstein
This paper describes name-related literacy practices in a multilingual preschool classroom and their implications for emergent biliteracy. We draw on a translingual framework to understand children’s name-writing activities and how bilingual children’s early literacy interacts with, and at times disrupts, the written conventions of named languages. Drawing on fieldnotes, observations, and artifacts from a preschool classroom serving Spanish-English bilingual children, we examined how children and teachers used names as resources for early literacy learning. We found that names are (potential) gateways to letter-sound relationships across languages, that names teach that some features of writing are shared across languages and some are different, and finally that names differ from other kinds of words children encounter across languages. We discuss what those instances prompt us to (re)consider about name-related teaching and emergent biliteracy.
本文描述了一个多语言学前班中与姓名相关的识字实践及其对萌芽期双语能力的影响。我们利用跨语言框架来理解儿童的姓名书写活动,以及双语儿童的早期识字是如何与命名语言的书面惯例相互作用,有时甚至是相互干扰的。通过在一个为西班牙语-英语双语儿童服务的学前班中进行的实地记录、观察和人工制品,我们研究了儿童和教师如何将名字作为早期识字学习的资源。我们发现,名字是跨语言字母-声音关系的(潜在)通道,名字告诉我们,有些书写特征是跨语言共享的,有些则是不同的。我们将讨论这些事例促使我们(重新)考虑与姓名相关的教学和萌芽期双语能力。
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引用次数: 0
Lessons learned from remote, early-literacy instruction 远程早期扫盲教学的经验教训
IF 1.6 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-01 DOI: 10.1177/14687984241281206
Jill S. Jones, Jill F. Grifenhagen, Stephen McKinney
The COVID-19 pandemic rapidly shifted primary-grade literacy instruction which had rarely been implemented online before the pandemic. Remote early literacy instruction is thus an emerging field of research, and research is needed to understand the affordances and limitations of this crisis-driven instruction and how it may inform early literacy instruction moving forward, both in remote and traditional settings. This mixed methods case study examined how 106 novice primary-grade teachers in the United States implemented literacy instruction in the remote platform during the COVID-19 pandemic with a desire to understand both successful and challenging literacy practices. The main data sources entailed 106 teacher interviews conducted using a semi-structured interview protocol and teacher self-ratings of their implementation of evidence-based literacy practices. Qualitative analyses of teachers’ perspectives yielded findings that remote early literacy instruction increased the involvement of families, required teachers to navigate multiple boundaries to implement literacy instruction, remote instruction was most conducive to teacher-led literacy instruction, and resulted in teachers’ difficulty knowing and addressing children’s literacy needs. Quantitative data analysis of Likert-scale questions about teachers’ early literacy instructional practices revealed teachers reported their highest quality literacy instructional practices as read alouds, collaboration with children’s families, and building an effective learning community for remote literacy instruction. Teachers rated their remote implementation of writing instruction, literacy assessment processes, and differentiation of literacy instruction as lower quality. The findings add to the literature by providing an in-depth understanding of remote early literacy instruction, successes and challenges reported by teachers providing literacy instruction to primary-aged children, and implications for post-pandemic instruction.
COVID-19 大流行迅速改变了小学一年级的识字教学,而在大流行之前,这种教学很少在网上进行。因此,远程早期识字教学是一个新兴的研究领域,需要通过研究来了解这种危机驱动教学的能力和局限性,以及如何在远程和传统环境下为今后的早期识字教学提供参考。这项混合方法案例研究考察了在 COVID-19 大流行期间,美国 106 名小学一年级新教师如何在远程平台上实施识字教学,以期了解成功和具有挑战性的识字教学实践。主要数据来源包括采用半结构化访谈协议进行的 106 次教师访谈,以及教师对其实施循证扫盲实践的自我评价。对教师观点的定性分析发现,远程早期识字教学增加了家庭的参与,要求教师在实施识字教学时跨越多重界限,远程教学最有利于教师主导的识字教学,以及导致教师难以了解和满足儿童的识字需求。对有关教师早期识字教学实践的李克特量表问题进行的定量数据分析显示,教师们认为他们最优质的识字教学实践是朗读、与儿童家庭合作以及为远程识字教学建立有效的学习社区。教师对远程实施的写作教学、识字评估过程和识字教学的差异化评价较低。这些研究结果深入了解了远程早期识字教学、为小学学龄儿童提供识字教学的教师所报告的成功经验和面临的挑战,以及对流行病后教学的影响,从而为相关文献提供了补充。
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引用次数: 0
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Journal of Early Childhood Literacy
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