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Resources, Knowledge, and Agency in ...

Indiana University., School of Education.

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Resources, Knowledge, and Agency in Early Biliteracy Practices: A Case Study of a Chinese-English Bilingual Family /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Resources, Knowledge, and Agency in Early Biliteracy Practices: A Case Study of a Chinese-English Bilingual Family // Pengtong Qu.
作者:	Qu, Pengtong,
面頁冊數:	1 electronic resource (158 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-03, Section: A.
Contained By:	Dissertations Abstracts International84-03A.
標題:	Multicultural education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29319966
ISBN:	9798841780823

Resources, Knowledge, and Agency in Early Biliteracy Practices: A Case Study of a Chinese-English Bilingual Family /
Qu, Pengtong,

Resources, Knowledge, and Agency in Early Biliteracy Practices: A Case Study of a Chinese-English Bilingual Family /Pengtong Qu. - 1 electronic resource (158 pages)

Source: Dissertations Abstracts International, Volume: 84-03, Section: A.

The U.S. K-12 population is diversifying, culturally and linguistically. According to the Federal Interagency Forum on Child and Family Statistics (2021), in 2019, 23% of school-aged children spoke a language other than English at home. While in many parts of the world such as India, Malaysia, and Singapore, bilingualism is valued as the norm, in the U.S., linguistic minority students are often viewed as disadvantaged learners who lack high-quality literacy experiences at home (Baker, 2011; Moll et al. 1992). As White middle-class discourse is dominant, powerful, and prestigious in school systems, what students learn in the home, as well as their communicative patterns and strategic resources, are rarely acknowledged, much less valued, in school (Garcia, 2011). Nevertheless, despite the dominant ideology and English only practices, educators and scholars (e.g., Garcia & Sylvan, 2011; Nieto, 1992; Vasquez, 2000) have advocated for creating a learning environment that welcomes, values, and celebrates students' diversity and for developing curricula that incorporate all students' languages and knowledge, so every student has his/her representation in a given curriculum and meaningful opportunities to learn (Reyes et al., 2016). Considering the diverse environment in which U.S. children live, schools need to prepare them to understand each another and cooperate in order to co-construct knowledge, mediate constraints, and effect change (The New London Group, 2001; Moll, 2014). To generate a solid understanding of the potential of home literacy to complement school literacy resources, as well as cultivate awareness of the importance of promoting equity in the school system by incorporating the rich linguistic and knowledge resources that multilingual, multicultural students bring to the classroom, this case study is a close-up examination of biliteracy and translanguaging practices and Funds of Knowledge in a Chinese-English bilingual family. Accordingly, the focus is on how two young children negotiated multilingual meanings in out-of-school domains within the biliteracy practices of a Chinese-English bilingual family including their language use and multi-modal meaning construction as well as the events, tools, and purposes embedded the context. The findings suggest that the bilingual children were active agents who developed unique and complicated ways of making meaning drawing on both of their language repertoires, demonstrating that language flexibility, fluidity, and creativity, not purity in either of their languages, were salient features of their linguistic practices.

English

ISBN: 9798841780823Subjects--Topical Terms:

526718
Multicultural education.
Subjects--Index Terms:

Bilingualism

Resources, Knowledge, and Agency in Early Biliteracy Practices: A Case Study of a Chinese-English Bilingual Family /
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