Promoting emergent literacy in preschool through extended discourse
Covert translanguaging in a Mandarin immersion environment
Bibliographic Data
| ID | 21722282 |
|---|---|
| Authors | Robin E Harvey (0000-0003-1744-7389, New York University, New York, NY, USA, corresponding author), Kevin M Wong 黃浩文 (0000-0001-6237-0427, Pepperdine University, Los Angeles, CA, USA) |
| Year | 2024 |
| Volume | 24 |
| Issue | 3 |
| Pages | 663-691 |
| Publication date | 2024-09-01 |
| Peer Reviewed | Yes |
| 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 | 10.1177/14687984241276292 |
| OpenAlex | W4401776269 |
| Language | EN |
| Citations received | 3 |
| References cited | 23 |
Rich oral language practices, including the opportunity and ability to participate in cognitively and linguistically challenging extended discourse, are foundational to early literacy development. To meet children’s needs in their first exposure to the languages of schooling, educators may engage students in extended discourse multilingually. The current study focuses on student-centered translanguaging conversations to examine strategies that preschool teachers employ to support young children’s emerging bilingual and biliteracy development in a Mandarin immersion preschool serving primarily non-heritage learners of Mandarin in the United States. Findings indicate that, despite the school’s Mandarin-only policy, teachers engaged in covert translanguaging practices to extend and deepen discourse. Specifically, teachers used 13 discourse strategies across two critical areas of schooling: translanguaging for (1) socializing students not just into the Mandarin language but into the norms of schooling; and (2) focusing not just on Mandarin language but also on content area learning. The study concludes with implications for schools and teachers
Covert · Linguistics · Literacy · Mandarin Chinese · Multilingualism · Neuroscience of multilingualism · Pedagogy · Sociology · Translanguaging · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Translanguaging
Recasts, Repetition, and Ambiguity in L2 Classroom Discourse
Oral Language and Reading in Bilingual Children
Differential Effects of Prompts and Recasts in Form-Focused Instruction
Morning circle as a community of practice
Navigating Hybridized Language Learning Spaces Through Translanguaging Pedagogy
The translanguaging classroom
Gauging the Adequacy of Translanguaging Allocation Policy in Two-Way Immersion Programs in the U.S
Reframing language allocation policy in dual language bilingual education
Enhancing preschool children's vocabulary
Linguistic and social cues for vocabulary learning in Dual Language Learners and their English-only peers
Challenging the ‘Dual’
A Mandarin/English two‐way immersion program
A Longitudinal Analysis of the Connection Between Oral Language and Early Reading
Bilingualism, Biliteracy, Biculturalism, and Critical Consciousness for All
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |