Understanding young children’s everyday biliteracy: “Spontaneous” and “scientific” influences on learning

Author:

Durán Leah1

Affiliation:

1. University of Arizona, USA

Abstract

This research describes the biliteracy learning of young bilingual children in an English as a Second Language classroom. In particular, it explores factors influencing their biliteracy in a context that provided systematic and formalized instruction only in English. Using a holistic perspective on bilingualism and sociocultural theories of learning, this study analyzes children’s writing and writing-related talk. In particular, this study draws on Vygotsky’s notion of “scientific” and “spontaneous” learning. The findings suggest that children used concepts that they had been systematically taught and applied them to new circumstances, that they drew on support from their families outside school, and that their interactions with each other supported their biliterate development.

Publisher

SAGE Publications

Subject

Education

Cited by 15 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Names y nombres: Names as gateways to biliteracy in multilingual early childhood classrooms;Journal of Early Childhood Literacy;2024-09-05

2. Writing Strategies for Elementary Multilingual Writers: A Systematic Review;Education Sciences;2024-07-11

3. A Korean Sojourning Multilingual Child’s Diary as Translanguaging Spaces;Journal of Language, Identity & Education;2024-01-11

4. Latinx bilinguals using dual-language books to develop biliteracy;Bilingual Research Journal;2023-04-03

5. Biliteracy, playfulness and performative practices;International Encyclopedia of Education(Fourth Edition);2023

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