Names y nombres: Names as gateways to biliteracy in multilingual early childhood classrooms

IF 1.3 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Early Childhood Literacy Pub Date : 2024-09-07 DOI:10.1177/14687984241276304

Leah Durán, Katie A Bernstein

引用次数: 0

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.

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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

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。

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.

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