Emergent Literacy in Bilingual Children
Bibliographic Data
| ID | 21479028 |
|---|---|
| Authors | Robert Dębski (0000-0001-7417-8467, Jagiellonian University), Agnieszka Rabiej (0000-0002-9360-6794, Jagiellonian University) |
| Year | 2021 |
| Volume | 35 |
| Pages | 77-87 |
| Publication date | 2021-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Socjolingwistyka (JOURNAL) |
| Journal identifiers | ISSN: 0208-6808 • E-ISSN: 2545-0468 |
| Publisher | Institute of Polish Language (PUBLISHER) |
| DOI | 10.17651/socjoling.35.5 |
| OpenAlex | W4205251109 |
| Language | EN |
| References cited | 10 |
The objective of the article is to (1) explain the role of emergent literacy in the community language in developing literacy in the additional language and biliteracy, and (2) demonstrate the need to develop resources supporting emergent reading skills in community languages in Australia. A critical review of literature in the field of emergent literacy and bilingual language development shows that the interaction between languages in the development of biliteracy is complex, but overall it demonstrates a positive impact of emergent literacy in the community language on the development of literacy skills in the additional language in later years. The article presents emergent literacy example materials, targeting bilingual children in Australia with Polish backgrounds, and explains the design considerations underpinning their development. A particular emphasis is on explaining how the materials have been designed to (1) stress the presence of different cultures and languages in the children’s environment (2) teach how to transfer reading skills and behaviours from Polish into English, and (3) emphasise those specific grapheme-phoneme relations in Polish which present difficulties for children acquiring Polish and English. The authors conclude that opportunities for transfer of early reading skills and behaviours from a community language to an additional language can be enhanced by designing reading materials for positive transfer, because learners who are acquiring an additional language use the strategies which they find most useful in their first language. It may be equally important to develop reading materials and instruction in the mainstream language in a way that community-language-speaking children are able to draw upon the skills which they bring with them into the reading learning process at school from home
Language assessment · Linguistics · Literacy · Mainstream · Pedagogy · Political science · Education Systems and Policy · Psychology · Reading and Literacy Development
Community Languages
Teaching for Transfer in Multilingual School Contexts
The Role of Home Literacy Practices in Preschool Children's Language and Emergent Literacy Skills
Categorizing sounds and learning to read—a causal connection
A bilingual advantage in task switching
Parents’ reading history as an indicator of risk for reading difficulties
Using environmental print to foster emergent literacy in children from a low-SES community
Longitudinal Analysis of the Antecedents of Emergent Spanish Literacy and Middle-School English Reading Achievement of Spanish-Speaking Students
Acquisition of Literacy in Bilingual Children
| Citation velocity | historical |
|---|---|
| Highly cited | No |