Reading identities across language contexts
The role of language of text and talk for multilingual learners
Bibliographic Data
| ID | 21722197 |
|---|---|
| Authors | Christopher J Wagner (0000-0003-1099-1170, Queens College, CUNY, corresponding author) |
| Year | 2023 |
| Volume | 23 |
| Issue | 2 |
| Pages | 317-343 |
| Publication date | 2023-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Early Childhood Literacy (JOURNAL) |
| Journal identifiers | ISSN: 1468-7984 • E-ISSN: 1741-2919 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/1468798420981758 |
| OpenAlex | W3115627729 |
| Language | EN |
| Citations received | 6 |
| References cited | 28 |
Reading identities are the ways that a child constructs the self as a reader across contexts and time. This study examines the impact of language contexts on the reading identities of multilingual children. Participants were ten prekindergarten children participating in a Chinese-English family literacy programme with a parent or grandparent. Participants read Chinese and English language books across English, Chinese and multilingual contexts. Children’s reading identities were examined across language contexts to explore the interplay between language contexts and reading identities. Findings describe convergences and differences in reading identities across contexts for Chinese, English and multilingual language use and Chinese and English texts, and provide insights into the ways that different language contexts for reading affect multilingual children’s early reading identities. Multilingual contexts appear to provide key spaces for the development of reading identities, and English and Chinese contexts contribute to unique aspects of children’s reading identities
Linguistics · Literacy · Multilingualism · Pedagogy · Communication · Early Childhood Education and Development · Multilingual Education and Policy · Psychology · Reading and Literacy Development
“Can I speak that यहाँ पे (here)?”
Dialogically Constructing a Culturally Sustaining Multilingual Family Literacies Approach in Early Childhood Settings
Reading identities as a developmental process
Educators, parents and children engaging in literacy activities in multiple languages
Ecological systems connected to non-English language picture books for children under 5 years
Collaborative Language Planning as Advocacy Work
A Critical Review of Bilingual Education in the United States
Organizations and organization theory
Identity and Language Learning
Communities of Practice
Qualitative evaluation and research methods
Clarifying translanguaging and deconstructing named languages
Becoming biliterate
Draw, write and tell’
Effects of early education programs and practices on the development and learning of dual language learners
Lessons From La Maestra Miriam
Multilingualism and Reading Identities in Prekindergarten
Language and literacy instruction in preschool classes that serve Latino dual language learners
Literacy interest and reader self-concept when formal reading instruction begins
Identity matters
Translanguaging and Literacies
Using thematic analysis in psychology
Literacy and Identity
Chapter 3
Connections Between Reading Identities and Social Status in Early Childhood
| Citations per year | 1.2 |
|---|---|
| Citation span | 2021 - 2026 (6) |
| Highly cited | No |