Pub Date : 2024-12-09DOI: 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.
{"title":"Starting small: Engaging young learners with literacy through multilingual storytelling","authors":"Sue Ollerhead, Gillian Pennington","doi":"10.1177/14687984241303390","DOIUrl":"https://doi.org/10.1177/14687984241303390","url":null,"abstract":"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.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"19 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142796881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-24DOI: 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.
{"title":"Windows & mirrors but mostly windows: Early childhood administrators view on diverse books","authors":"Paige Averett, Madison Alexander, Anne Ticknor, Archana V Hegde, Lanie Philips Holmes","doi":"10.1177/14687984241291378","DOIUrl":"https://doi.org/10.1177/14687984241291378","url":null,"abstract":"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.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"9 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142490921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-17DOI: 10.1177/14687984241290690
Olivia Karaolis
{"title":"Book review: Toward a BlackBoyCrit pedagogy black boys: Male teachers, and early childhood classroom practices","authors":"Olivia Karaolis","doi":"10.1177/14687984241290690","DOIUrl":"https://doi.org/10.1177/14687984241290690","url":null,"abstract":"","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"76 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142444513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-28DOI: 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.
{"title":"Writing experiences in early childhood classrooms where children made higher language gains","authors":"Clariebelle Gabas, Rachel E Schachter, Jamlick PO Bosire","doi":"10.1177/14687984241289603","DOIUrl":"https://doi.org/10.1177/14687984241289603","url":null,"abstract":"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.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"56 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142329188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-24DOI: 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。
{"title":"Emergent bilingual preschoolers’ verbal and embodied engagement behaviors in read aloud","authors":"Sabrina F Sembiante, Kimberly Theophile, Mileidis Gort","doi":"10.1177/14687984241286005","DOIUrl":"https://doi.org/10.1177/14687984241286005","url":null,"abstract":"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.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"2 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142317588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-14DOI: 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.
{"title":"Exploring teacher candidates’ discursive shifts in translanguaging pedagogies during literacy instruction","authors":"Faythe Beauchemin, Yueyang Shen, Geying Zhang","doi":"10.1177/14687984241277011","DOIUrl":"https://doi.org/10.1177/14687984241277011","url":null,"abstract":"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.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"8 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142233368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-11DOI: 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.
{"title":"Translanguaging space through pointing gestures: Multilingual family literacy at a science museum","authors":"Min-Seok Choi","doi":"10.1177/14687984241276290","DOIUrl":"https://doi.org/10.1177/14687984241276290","url":null,"abstract":"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.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"57 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142171322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-07DOI: 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.
{"title":"Names y nombres: Names as gateways to biliteracy in multilingual early childhood classrooms","authors":"Leah Durán, Katie A Bernstein","doi":"10.1177/14687984241276304","DOIUrl":"https://doi.org/10.1177/14687984241276304","url":null,"abstract":"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.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"15 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142152386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-01DOI: 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.
{"title":"Lessons learned from remote, early-literacy instruction","authors":"Jill S. Jones, Jill F. Grifenhagen, Stephen McKinney","doi":"10.1177/14687984241281206","DOIUrl":"https://doi.org/10.1177/14687984241281206","url":null,"abstract":"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.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"24 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142118030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-22DOI: 10.1177/14687984241276292
Robin E Harvey, Kevin M Wong
Rich oral language practices, including the opportunity and ability to participate in cognitively and linguistically challenging extended discourse, are foundational to early literacy development. To meet children’s needs in their first exposure to the languages of schooling, educators may engage students in extended discourse multilingually. The current study focuses on student-centered translanguaging conversations to examine strategies that preschool teachers employ to support young children’s emerging bilingual and biliteracy development in a Mandarin immersion preschool serving primarily non-heritage learners of Mandarin in the United States. Findings indicate that, despite the school’s Mandarin-only policy, teachers engaged in covert translanguaging practices to extend and deepen discourse. Specifically, teachers used 13 discourse strategies across two critical areas of schooling: translanguaging for (1) socializing students not just into the Mandarin language but into the norms of schooling; and (2) focusing not just on Mandarin language but also on content area learning. The study concludes with implications for schools and teachers.
{"title":"Promoting emergent literacy in preschool through extended discourse: Covert translanguaging in a Mandarin immersion environment","authors":"Robin E Harvey, Kevin M Wong","doi":"10.1177/14687984241276292","DOIUrl":"https://doi.org/10.1177/14687984241276292","url":null,"abstract":"Rich oral language practices, including the opportunity and ability to participate in cognitively and linguistically challenging extended discourse, are foundational to early literacy development. To meet children’s needs in their first exposure to the languages of schooling, educators may engage students in extended discourse multilingually. The current study focuses on student-centered translanguaging conversations to examine strategies that preschool teachers employ to support young children’s emerging bilingual and biliteracy development in a Mandarin immersion preschool serving primarily non-heritage learners of Mandarin in the United States. Findings indicate that, despite the school’s Mandarin-only policy, teachers engaged in covert translanguaging practices to extend and deepen discourse. Specifically, teachers used 13 discourse strategies across two critical areas of schooling: translanguaging for (1) socializing students not just into the Mandarin language but into the norms of schooling; and (2) focusing not just on Mandarin language but also on content area learning. The study concludes with implications for schools and teachers.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"2 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142042360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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