"Ganchulinas" and "Rainbowli" Colors: Young Multilingual Children Play with Language in Head Start Classroom

Autor/in	Axelrod, Ysaaca
Titel	"Ganchulinas" and "Rainbowli" Colors: Young Multilingual Children Play with Language in Head Start Classroom
Quelle	In: Early Childhood Education Journal, 45 (2017) 1, S.103-110 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-014-0631-z
Schlagwörter	Multilingualism; Language Usage; Child Language; Emergent Literacy; Preschool Children; Bilingual Students; Spanish; English; Observation; Interviews; Data Analysis; Language Patterns; Ethnography; Case Studies; Learner Engagement + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Sprachgebrauch; 'Children''s language'; Kindersprache; Frühleseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Spanisch; English language; Englisch; Beobachtung; Interviewing; Interviewtechnik; Auswertung; Sprachmodell; Sprachstruktur; Ethnografie; Case study; Fallstudie; Case Study
Abstract	The purpose of this ethnographic case study was to study the language development of 4-year-old emergent bilinguals in a bilingual (Spanish/English) Head Start classroom with flexible language practices. Data were collected throughout the 10-month school year by visiting the classroom 2-3 times per week. Data include: field notes (observations and detailed notes of children language practices); transcriptions of interviews with teachers, families and administrators; and artifacts of children's work. The data were analyzed by examining shifts and patterns in the children's language practices over the year and the ways in which they negotiated language with others. Interviews with teachers, families and administrators provide insight into the language ideologies of the classroom, school and community. This paper highlights the language practices of two children to demonstrate the ways in which hybrid language practices, fostered by the teachers, created a classroom environment that allowed children to draw from their full linguistic repertoire to develop and engage with the curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01