"¿Tu te Acuerdas de Ganchulinas?": Longitudinal Research with Young Emergent Bilinguals

Autor/in	Axelrod, Ysaaca
Titel	"¿Tu te Acuerdas de Ganchulinas?": Longitudinal Research with Young Emergent Bilinguals
Quelle	In: Contemporary Issues in Early Childhood, 15 (2014) 2, S.94-108 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.2304/ciec.2014.15.2.94
Schlagwörter	Bilingualism; Bilingual Schools; Bilingual Education; Preschool Children; Hispanic American Students; Federal Programs; Preschool Education; Preschool Curriculum; Curriculum Design; Play; Literacy; Social Development; Emotional Development; Longitudinal Studies; Ethnography; Case Studies + Suchen Sie Ihr Suchwort? Bilingualismus; Bilingual scholl; Bilinguale Schule; Bilingual teaching; Bilingualer Unterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Lehrplangestaltung; Spiel; Alphabetisierung; Schreib- und Lesefähigkeit; Soziale Entwicklung; Gefühlsbildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ethnografie; Case study; Fallstudie; Case Study
Abstract	Drawing on the work of Celia Genishi, this article discusses data from an ethnographic case study of young Latina/o children, starting in their four-year-olds classroom in a Head Start Program through their first grade year in a dual-language program in a public school. The children attended a bilingual Head Start program that followed a play-based curriculum and focused on the socio-emotional development of the children. The flexibility of the curriculum in this setting allowed time and space for the children to play and develop at their own pace, positioning them as knowers and learners. The children then moved into a public school setting with a narrow "literacy focused" curriculum, with strict boundaries established between languages and a narrower definition of what "counts" as literacy. In spite of this, these children continued to draw on their linguistic resources, making space for play and developing their identities as multilingual children in ways that are often not captured by the curriculum, but are visible to those who seek to listen to the children and see their strengths and growth over time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10