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The sociocultural-semiotic texts of ...

Connery, M. Cathrene.

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The sociocultural-semiotic texts of five and six year old emergent biliterates in non-academic settings.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The sociocultural-semiotic texts of five and six year old emergent biliterates in non-academic settings./
Author:	Connery, M. Cathrene.
Description:	370 p.
Notes:	Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2020.
Contained By:	Dissertation Abstracts International67-06A.
Subject:	Education, Bilingual and Multicultural. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3220926
ISBN:	9780542736025

The sociocultural-semiotic texts of five and six year old emergent biliterates in non-academic settings.
Connery, M. Cathrene.

The sociocultural-semiotic texts of five and six year old emergent biliterates in non-academic settings. - 370 p.

Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2020.

Thesis (Ph.D.)--The University of New Mexico, 2006.

This microgenetic investigation examines the emergent biliteracy and meaning-making processes of two five and six year old children. Through the application of sociocultural methodologies, the study explores the multi-codal, semiotic development of two kindergarteners acquiring Spanish and English within academic and non-academic educational environments. The document includes a brief sociolinguistic history of the focal children's families, their individual induction into the educational system, a chronology of the participants' emergent biliteracy acquisition, and a representative account of semiosis for each child. Results of the investigation include the redefinition of emergent biliteracy as a distinct type of semiotic development involving the larger mastery of sign and speech forms. The participants' emergent biliteracy was found to develop through the interfunctional, scaffolded phases of Oral & Gestural Foundations, Initial Mark-making Processes, Graphic Representation of Descriptive Text, and the Social Construction of Sequential Symbols as Semiotic Signs. The study established the causal-dynamic basis of emergent biliteracy as the need for meaning-making. A list of educational implications provides guidelines for the development of second order symbolism for pre-school--second grade classrooms.

ISBN: 9780542736025Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

The sociocultural-semiotic texts of five and six year old emergent biliterates in non-academic settings.
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245 1 4 $a The sociocultural-semiotic texts of five and six year old emergent biliterates in non-academic settings.
300 $a 370 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2020.
500 $a Adviser: Vera John-Steiner.
502 $a Thesis (Ph.D.)--The University of New Mexico, 2006.
520 $a This microgenetic investigation examines the emergent biliteracy and meaning-making processes of two five and six year old children. Through the application of sociocultural methodologies, the study explores the multi-codal, semiotic development of two kindergarteners acquiring Spanish and English within academic and non-academic educational environments. The document includes a brief sociolinguistic history of the focal children's families, their individual induction into the educational system, a chronology of the participants' emergent biliteracy acquisition, and a representative account of semiosis for each child. Results of the investigation include the redefinition of emergent biliteracy as a distinct type of semiotic development involving the larger mastery of sign and speech forms. The participants' emergent biliteracy was found to develop through the interfunctional, scaffolded phases of Oral & Gestural Foundations, Initial Mark-making Processes, Graphic Representation of Descriptive Text, and the Social Construction of Sequential Symbols as Semiotic Signs. The study established the causal-dynamic basis of emergent biliteracy as the need for meaning-making. A list of educational implications provides guidelines for the development of second order symbolism for pre-school--second grade classrooms.
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