The balance of Spanish and English child-directed text in bilingual picture books

IF 1.3 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Early Childhood Literacy Pub Date : 2024-06-07 DOI:10.1177/14687984241257400

Christine E Potter, Marissa A Castellana, Matthew D Guerra, Viridiana L. Benitez

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引用次数: 0

Abstract

Bilingual picture books offer rich sources of dual-language input, but little is known about how different types of books provide opportunities for children’s learning across languages. Building on research describing Spanish-English Codeswitching books (which present languages intermixed), we assessed the quantity, diversity, and complexity of input in Translation picture books (which included the full text in both languages) and compared the two types of books. Translation books included balanced use of English and Spanish and varied in the frequency of switching. Across both book formats, English input was similarly complex, but Translation books presented larger amounts and more complex input in Spanish. Additionally, the two types of books included frequent yet different patterns of language switching, offering dense exposure to an important feature of bilingual experience. Thus, bilingual books could provide children with input distinct from what they encounter in either spoken language or reading activities in a single language.

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双语图画书中西班牙语和英语儿童引导文字的平衡

双语图画书提供了丰富的双语输入资源，但人们对不同类型的图画书如何为儿童提供跨语言学习的机会却知之甚少。在对西班牙语-英语代码转换图书（呈现语言混合）进行研究的基础上，我们对翻译图画书（包括两种语言的全文）中输入的数量、多样性和复杂性进行了评估，并对这两类图书进行了比较。翻译图画书均衡使用英语和西班牙语，切换的频率也各不相同。在这两种图书形式中，英语输入的复杂程度相似，但翻译图书的西班牙语输入量更大、更复杂。此外，这两类图书还包括频繁但不同的语言转换模式，让儿童密集地接触到双语经验的一个重要特征。因此，双语图书可以为儿童提供有别于口语或单一语言阅读活动的输入。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Early Childhood Literacy EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.00

自引率

12.50%

发文量

期刊介绍： Journal of Early Childhood Literacy is a fully peer-reviewed international journal. Since its foundation in 2001 JECL has rapidly become a distinctive, leading voice in research in early childhood literacy, with a multinational range of contributors and readership. The main emphasis in the journal is on papers researching issues related to the nature, function and use of literacy in early childhood. This includes the history, development, use, learning and teaching of literacy, as well as policy and strategy. Research papers may address theoretical, methodological, strategic or applied aspects of early childhood literacy and could be reviews of research issues. JECL is both a forum for debate about the topic of early childhood literacy and a resource for those working in the field. Literacy is broadly defined; JECL focuses on the 0-8 age range. Our prime interest in empirical work is those studies that are situated in authentic or naturalistic settings; this differentiates the journal from others in the area. JECL, therefore, tends to favour qualitative work but is also open to research employing quantitative methods. The journal is multi-disciplinary. We welcome submissions from diverse disciplinary backgrounds including: education, cultural psychology, literacy studies, sociology, anthropology, historical and cultural studies, applied linguistics and semiotics.