Journal of Early Childhood Literacy最新文献

英文中文

“You need to learn the spelling”: Playing, teaching, and learning of trilingual siblings with refugee backgrounds “你需要学习拼写”：难民背景的三语兄弟姐妹的玩耍、教学和学习

IF 1.6 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Early Childhood Literacy

Pub Date : 2022-08-13 DOI: 10.1177/14687984221118985

Aijuan Cun

Though a limited amount of literature has examined the family literacy practices of students with refugee backgrounds in the United States, little research has focused on play and conversations of Burmese siblings with refugee backgrounds. Drawing upon theoretical perspectives from new literacy studies, Vygotsky’s sociocultural theory, and Gregory’s concept of synergy, this qualitative study explores siblings’ social literacy practices and their conversations within these literacy practices. The data analysis revealed three types of literacy practices: digital literacy practices, religious literacy practices, and home-school literacy practices. The siblings’ conversations clearly demonstrated all three practices, which highlighted the children’s multiple identities as siblings and trilingual speakers, skillful at articulating their thoughts, taking the lead, playing out roles based on their experiences, and making meaning together. Further, the conversations supported both siblings’ literacy learning. Implications include the importance of expanding the understanding of siblings’ home literacy and continuing research on children with refugee backgrounds.

尽管数量有限的文献研究了美国难民背景学生的家庭识字实践，但很少有研究关注难民背景缅甸兄弟姐妹的游戏和对话。本定性研究借鉴了新识字研究的理论视角、维果茨基的社会文化理论和格雷戈里的协同概念，探讨了兄弟姐妹的社会识字实践及其在这些识字实践中的对话。数据分析揭示了三种类型的识字实践：数字识字实践、宗教识字实践和家庭-学校识字实践。兄弟姐妹的对话清楚地展示了这三种做法，突出了孩子们作为兄弟姐妹和三语使用者的多重身份，他们善于表达自己的想法，发挥领导作用，根据自己的经历扮演角色，并共同创造意义。此外，这些对话支持了兄弟姐妹的识字学习。其影响包括扩大对兄弟姐妹家庭识字率的理解以及继续对有难民背景的儿童进行研究的重要性。

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引用次数: 1

“The dinosaurs are so loud; they can’t sleep. Zzzz”: Supporting emergent bilingual children’s reading comprehension through digital literacies “恐龙太吵了，它们睡不着。Zzzz”：通过数字文字支持新兴的双语儿童的阅读理解

IF 1.6 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Early Childhood Literacy

Pub Date : 2022-08-11 DOI: 10.1177/14687984221118982

Sally A. Brown, Ling Hao, Rong Zhang

As classrooms worldwide become diverse, the ways teachers engage children in literacy learning must be inclusive to accommodate the multitude of languages spoken. Multimodal literacy practices using digital tools provide innovative opportunities for emergent bilinguals to express their meaning-making processes. This paper details a year-long investigation into the multimodal literacy practices of eight young children who spoke different languages within an English-only classroom setting. The children showcased their reading comprehension through digital ensembles produced in responses to picturebooks. Transcribed small group interactions were analyzed to capture how one mode influenced another, and content analysis was applied to the student work samples. The findings reveal specific ways the emergent bilinguals transformed available resources to make sense of texts.

随着世界各地的课堂变得多样化，教师让儿童参与识字学习的方式必须具有包容性，以适应所说的多种语言。使用数字工具的多模式识字实践为新兴双语者提供了表达其意义形成过程的创新机会。本文详细介绍了一项为期一年的调查，调查了八名在纯英语课堂环境中讲不同语言的幼儿的多模式识字实践。孩子们通过响应绘本制作的数字合奏来展示他们的阅读理解能力。对转录的小组互动进行分析，以捕捉一种模式如何影响另一种模式，并将内容分析应用于学生作业样本。研究结果揭示了新兴双语者将可用资源转化为理解文本的具体方式。

引用次数: 2

‘School is light and we are blind’: Afghan refugee parents’/guardians’ beliefs about literacy and language(s) “学校是光，我们是瞎子”:阿富汗难民父母/监护人对读写能力和语言的看法

IF 1.6 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Early Childhood Literacy

Pub Date : 2022-07-07 DOI: 10.1177/14687984221113172

Assadullah Sadiq

This article examines four Afghan refugee parents/guardians in Islamabad, Pakistan for their beliefs about literacy and language(s). Semi-structured interviews with each parent/guardian showed that they all highly valued reading and writing as essential life skills. However, while they viewed literacy as having instrumental value, they also strongly believed it shaped and developed a person morally and supported one to think critically. In terms of language(s), all of the parents/guardians wanted their children to learn to read and write in their first language, and believed that speaking only one’s first language was not enough. They believed that the school their children attended should offer classes to teach them to read and write in their first language. In addition, they supported their children learning Urdu, the national language of their host country, Pakistan. All of the parents also mentioned the importance of having their children learn English, as they believed it is an international and useful language in the world. This study offers important findings regarding parents’/guardians’ beliefs about language and literacy from one of the largest refugee groups about which little is known.

这篇文章考察了巴基斯坦伊斯兰堡的四位阿富汗难民父母/监护人对读写能力和语言的看法。对每位家长/监护人的半结构化访谈显示，他们都高度重视阅读和写作，认为这是必不可少的生活技能。然而，虽然他们认为识字具有工具价值，但他们也坚信识字能塑造和发展一个人的道德，并支持一个人进行批判性思考。在语言方面，所有家长/监护人都希望他们的孩子学会用母语阅读和写作，并且认为只会说自己的母语是不够的。他们认为，他们的孩子就读的学校应该提供课程，教他们读和写他们的第一语言。此外，他们还支持自己的孩子学习东道国巴基斯坦的官方语言乌尔都语。所有的家长都提到了让孩子学习英语的重要性，因为他们认为英语是一门国际性的、有用的语言。这项研究提供了关于父母/监护人对语言和读写能力的信仰的重要发现，这些信仰来自一个鲜为人知的最大的难民群体。

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引用次数: 0

Literacy learning in infant-toddler programs: Practice architectures as a lens for examining educator pedagogy 幼儿计划中的识字学习:实践架构作为检验教育者教学法的镜头

IF 1.6 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Early Childhood Literacy

Pub Date : 2022-07-04 DOI: 10.1177/14687984221113170

Elizabeth Rouse, Maria Nicholas

The ‘schoolification’ of early childhood education and care programs, seen as readying children for formalised schooling, has had an impact on the education of younger and younger age groups. While the focus of past research has mainly focused on 4-5-year-old children, this study shifts the focus to two-three-year-old children and the literacy focus of educators working with these very young children. Nine educators from Victoria, Australia were interviewed, asked to share their views on literacy learning and development for two-three-year-old children and the planning, assessment and practices they engage in to support children’s literacy development. Responses were analysed using a practice architectures lens. Findings showed that play-based pedagogies were often overlooked when seeking to support children’s literacy development, with a preference for more formalised foci on print-based learning activities, including a focus on alphabetic letter recognition. Implications for children’s literacy learning and practice are also discussed.

幼儿教育和保育计划的“学校化”，被视为为为儿童接受正规教育做好准备，对越来越年轻的年龄组的教育产生了影响。虽然过去的研究重点主要集中在4-5岁的儿童身上，但这项研究将重点转移到了两个三岁的儿童和与这些年幼儿童一起工作的教育工作者的识字重点上。来自澳大利亚维多利亚州的九名教育工作者接受了采访，要求他们分享他们对两名三岁儿童识字学习和发展的看法，以及他们为支持儿童识字发展而进行的规划、评估和实践。使用实践架构的视角来分析响应。研究结果表明，在寻求支持儿童识字发展时，基于游戏的教学法往往被忽视，更倾向于将重点放在基于印刷品的学习活动上，包括重点放在字母识别上。还讨论了对儿童识字学习和实践的影响。

引用次数: 2

The home literacy environment as a venue for fostering bilingualism and biliteracy: The case of an Ethio-Norwegian bilingual family in oslo, Norway 家庭扫盲环境作为培养双语能力和双语能力的场所:挪威奥斯陆一个埃塞俄比亚-挪威双语家庭的案例

IF 1.6 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Early Childhood Literacy

Pub Date : 2022-06-21 DOI: 10.1177/14687984221109415

Kassahun Weldemariam

Numerous studies indicate that the language and literacy development of young children is highly contingent upon the construction of an enriching home literacy environment. Using sociocultural theory as a framework, in this article I explore how a bilingual child’s language and literacy acquisition is embedded as a social practice within the home literacy environment of everyday life. Drawing on data from a qualitative case study involving parental interviews and home visits, the findings herein reveal that the physical and social context of the home literacy environment is vital in fostering bilingualism and biliteracy for a child with a minority home language background. Knowing the multiple advantages of bilingualism and biliteracy, this study yields evidence to suggest that parents can play an active and conscious role in ensuring the richness of the home literacy environment and its embedded social practices.

大量研究表明，幼儿的语言和读写能力发展在很大程度上取决于丰富的家庭读写环境的建设。在这篇文章中，我以社会文化理论为框架，探讨了双语儿童的语言和读写能力习得是如何作为一种社会实践嵌入到日常生活的家庭读写环境中的。根据一项涉及父母访谈和家访的定性案例研究的数据，本文的研究结果表明，家庭扫盲环境的物质和社会背景对于培养少数民族家庭语言背景的儿童的双语能力和双语能力至关重要。了解双语和双语的多重优势，本研究提供的证据表明，父母可以在确保家庭读写环境及其嵌入的社会实践的丰富性方面发挥积极和有意识的作用。

引用次数: 0

In their own words: Parents’ voices about a book-provision program 用他们自己的话说:父母对图书供应计划的声音

IF 1.6 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Early Childhood Literacy

Pub Date : 2022-06-15 DOI: 10.1177/14687984221108267

Cristina Gillanders, Meytal Barak

Book distribution or book provision programs that provide free books to families with young children have become increasingly popular approaches to promote home literacy practices. This qualitative study aimed to understand parents’ perceptions of the implementation of a book provision program and its impact on their families’ literacy practices and behaviors. Forty-three parents participated in twelve focus groups in which they were asked about the perceived benefits of participating in the program. Participant parents were born in the U.S., Mexico, Central and South America, and Africa, had spent more than five years living in the U.S., and had attained different levels of education. At home, parents spoke only English, mostly Spanish, or two different languages in addition to English. Thirty-nine percent of the parents were Black (not all of whom were African American), and 53% were Latinx. Findings suggested that parents had positive views towards the program’s impact on their family’s literacy practices. Specifically, Spanish-speaking families reported appreciation for learning new ways of engaging their children in shared reading. Parents considered the opportunities offered by the program, congruent with their cultural models. They believed that participating in the program allow them to be part of a community and that shared reading was a means to strengthen their relationship with their children. Results highlight the importance of considering families’ cultural models in the design and implementation of book provision programs.

向有小孩的家庭提供免费书籍的图书分发或图书供应计划，已经成为越来越受欢迎的促进家庭扫盲实践的方法。本定性研究旨在了解家长对图书供应计划实施的看法及其对其家庭扫盲实践和行为的影响。43名家长参加了12个焦点小组，在这些小组中，他们被问及参加这个项目的好处。参与者的父母分别出生在美国、墨西哥、中美洲和南美洲以及非洲，在美国生活了五年以上，受教育程度不同。在家里，父母只说英语，主要是西班牙语，或者除了英语之外还有两种不同的语言。39%的父母是黑人(并非所有的父母都是非裔美国人)，53%的父母是拉丁裔。调查结果表明，家长对该计划对其家庭扫盲实践的影响持积极态度。具体来说，说西班牙语的家庭表示，他们很喜欢学习让孩子参与共同阅读的新方法。家长们认为这个项目提供的机会与他们的文化模式是一致的。他们认为，参加这个项目可以让他们成为社区的一部分，而共同阅读是加强他们与孩子关系的一种手段。结果强调了在图书供应计划的设计和实施中考虑家庭文化模式的重要性。

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引用次数: 0

Book Review: Linguistic Justice: Black language, literacy, identity, and pedagogy. By April Baker Bell 书评:《语言正义:黑人语言、读写能力、身份和教育学》。艾普莉·贝克·贝尔

IF 1.6 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Early Childhood Literacy

Pub Date : 2022-06-01 DOI: 10.1177/14687984221091446

Zinnia Mevawalla

based learning as a recommended approach for English Language Learners. This book is important as it delineates the need to acknowledge the limited nature of focusing on a skills-based approach to literacy development. Literacy learning needs to be joyful, meaning-centred, active and responsive to the needs of all learners. Arts integration in literacy lessons offers children opportunities to express themselves and respond to text in new and exciting ways – as can be seen from the numerous vignettes contained in this book. Children should experience a broad and balanced curriculum, rather than one narrowly focused on literacy and numeracy achievement. While I teach in a different country than Brouillette, the pressures on teachers to focus on skills to the detriment of enjoyable learning experiences is omnipresent. This book will be of interest to those who wish to foster a more holistic approach to literacy teaching that includes cross-curricular learning. I feel that many teachers might read this book and feel validated for their efforts to use meaningful integration to enhance literacy achievement. It might also bolster the confidence of novice teachers to begin to experiment with arts integration. It is refreshing to review such a jubilant text that might energise and inspire its readers!

作为英语学习者的推荐学习方法。这本书很重要，因为它描述了需要承认专注于以技能为基础的读写能力发展方法的有限性。扫盲学习必须是快乐的、以意义为中心的、积极的，并对所有学习者的需求作出反应。识字课程中的艺术整合为孩子们提供了以新的和令人兴奋的方式表达自己和回应文本的机会-从本书中包含的众多小插图中可以看出。孩子们应该学习广泛而均衡的课程，而不是狭隘地专注于读写和算术成绩。虽然我在一个与Brouillette不同的国家教书，但老师们关注技能而损害愉快学习体验的压力无处不在。这本书将是感兴趣的那些谁希望培养一个更全面的方法来扫盲教学，包括跨学科学习。我觉得很多老师读了这本书后，会对他们使用有意义的整合来提高读写能力的努力感到满意。它也可能增强新手教师开始尝试艺术融合的信心。这是令人耳目一新的回顾这样一个欢欣鼓舞的文本，可能会激励和激励它的读者!

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引用次数: 0

Parent book choices: How do parents select books to share with infants and toddlers with language impairment? 父母的书籍选择:父母如何选择书籍与有语言障碍的婴幼儿分享?

IF 1.6 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Early Childhood Literacy

Pub Date : 2022-06-01 DOI: 10.1177/1468798420985668

Debora Daniels, Brenda Salley, Corinne Walker, Mindy Bridges

Book-sharing with young children is an established vehicle for promoting early language development and pre-literacy skills. Although parents are widely encouraged to read to their child and existing interventions provide instruction on book-sharing strategies, there is a prominent lack of guidance for parents on how to choose the book itself. Importantly, there is a foundational lack of knowledge on the factors that parents take into consideration when choosing books to share with their young child. While understanding that parent book-choice is important for all children, it may be particularly important for those with language-impairment (LI), since book-sharing is an evidence-based intervention approach and widely recommended to promote language for LI populations. This qualitative study examines parents' book selection choices, and the elements they consider, when choosing books to share with their infants and toddlers with LI. Participants included 13 parents of young children aged 19-29 months (9 males, 4 females; mean age 25 months) receiving Part C services. Parent responses indicated that the most common themes considered included physical aesthetics, text difficulty, physical properties, educational considerations and content; the relative importance of these themes varied depending on context. Results are framed in the context of research on parent-child book-sharing interactions. Recommendations for practitioners working with parents and young children with LI during book-sharing are also highlighted.

与幼儿分享书籍是促进早期语言发展和识字前技能的既定工具。尽管父母被广泛鼓励给孩子读书，现有的干预措施也提供了关于分享书籍策略的指导，但对于父母如何选择书籍本身，却明显缺乏指导。重要的是，父母在选择与孩子分享的书籍时所考虑的因素缺乏基本的知识。虽然理解父母选择书籍对所有孩子都很重要，但对于那些有语言障碍的孩子来说，这可能尤其重要，因为图书共享是一种基于证据的干预方法，被广泛推荐用于促进语言障碍人群的语言学习。本定性研究考察了父母在选择与患有LI的婴幼儿分享的书籍时的选书选择以及他们考虑的因素。参与者包括13名19-29个月幼儿的父母(9男4女;平均年龄25个月)接受C部分服务。家长的回答表明，最常见的主题包括物理美学、文本难度、物理特性、教育考虑和内容;这些主题的相对重要性因环境而异。结果是在亲子图书共享互动研究的背景下提出的。此外，还强调了在图书共享过程中与父母和患有LI的幼儿一起工作的从业人员的建议。

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引用次数: 7

The elevation of Black Girls’ hair: An analysis of visual representations in Children’s picturebooks 黑人女孩头发的高度:儿童绘本的视觉表现分析

IF 1.6 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Early Childhood Literacy

Pub Date : 2022-05-22 DOI: 10.1177/14687984221093243

Reka C Barton, Darielle Blevins, Marva Cappello

This article utilizes Black girlhood as a framework in a critical multimodal qualitative inquiry to explore the complexities of representations of Black girls’ hair, in picturebooks. Using a data corpus of 55 picturebooks published between 2010–2020, the authors analyzed the multimodal messages embedded in the initial introductions of Black girl protagonists. The findings suggest that contemporary children’s literature represents a broad array of Black girls’ hair, even when the central message is not about hair, denoting the importance of this cultural representation in assertions of identity. Findings suggest that the theme of elevation was demonstrated across the corpus, and was further expressed in the subthemes of; (1) salience of hair, (2) physical elevation of hair, and (3) importance of hair.

这篇文章利用黑人少女时代作为一个框架，在一个关键的多模态定性调查探索黑人女孩的头发，在图画书的复杂性表征。使用2010-2020年间出版的55本绘本的数据语料库，作者分析了黑人女孩主角最初介绍中包含的多模态信息。研究结果表明，当代儿童文学代表了各种各样的黑人女孩的头发，即使其中心信息与头发无关，也表明了这种文化表现在断言身份方面的重要性。研究结果表明，整个语料库都表现出升高的主题，并进一步表现在以下的子主题中;(1)头发的显著性，(2)头发的物理高度，(3)头发的重要性。

引用次数: 3

School quality matters: A multilevel analysis of school effects on the early reading achievement of Black girls 学校质量至关重要:学校对黑人女孩早期阅读成绩影响的多层次分析

IF 1.6 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Early Childhood Literacy

Pub Date : 2022-05-15 DOI: 10.1177/14687984221096952

Jemimah L. Young, Inna N Dolzhenko

Early reading achievement is essential for all children’s development and future success. However, U.S. schools continue to under prepare Black children in early literacy, as evidenced by disparate outcomes observed for this population of learners. The under preparation of Black students is problematic, given the strong negative correlation between early reading proficiency and high school graduation. Preschool learning opportunities are a means to curb this trend, but these instructional opportunities vary in quality and effectiveness. Variations in quality may significantly impact Black girls. Little specific attention has been given to the early reading of Black girls.’ Therefore, this article’s purpose is to assess the effects of schools on the early reading achievement of Black girls. This study used multilevel modeling to gauge the effects of schools on Black girls’ early reading achievement. Our estimates provide correlational inferences concerning the associations between school characteristics and the early reading achievement of Black girls. The reading achievement of a representative sample of Black girls ( N = 886) and their corresponding schools was used to assess school effects. The schools’ socioeconomic status (SES) and school locations were the primary school characteristics of interest. Results indicate that schools account for approximately 18% of the variation in Black girls’ early reading achievement. Thus, schools play a meaningful role in the early reading achievement of Black girls. School-level SES was negatively correlated with Black girls’ early reading achievement, but this effect was mediated by school location. In conclusion, schools’ observed effects on early Black girl achievement were moderate and influenced by school location. Implications for supporting the early reading achievement of Black girls are provided for educational stakeholders.

早期阅读成绩对所有儿童的发展和未来的成功至关重要。然而，美国学校在黑人儿童的早期读写能力方面继续准备不足，这一点从观察到的不同结果中可以看出。黑人学生的准备不足是有问题的，因为早期阅读能力与高中毕业之间存在很强的负相关。学前学习机会是遏制这一趋势的一种手段，但这些教学机会的质量和效果参差不齐。质量的差异可能会对黑人女孩产生重大影响。很少有人特别关注黑人女孩的早期阅读。因此，本文的目的是评估学校对黑人女孩早期阅读成绩的影响。本研究采用多层次模型来衡量学校对黑人女孩早期阅读成绩的影响。我们的估计提供了有关学校特征和黑人女孩早期阅读成绩之间关系的相关推论。采用代表性黑人女孩样本(N = 886)及其对应学校的阅读成绩来评估学校效应。学校社会经济地位(SES)和学校地理位置是小学生最感兴趣的学校特征。结果表明，学校对黑人女孩早期阅读成绩的影响约占18%。因此，学校对黑人女孩的早期阅读成绩起着重要的作用。学校等级社会经济地位与黑人女孩早期阅读成绩呈负相关，但这种影响受学校位置的中介作用。总之，学校对黑人女孩早期学业成绩的影响是中等的，并且受学校位置的影响。为教育利益相关者提供了支持黑人女孩早期阅读成就的启示。

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