Nine empirically-based papers examine early childhood (pre-school and early elementary) bilingualism and associated pedagogy of literacy issues across different languages in home and school contexts with a view to encouraging bilingualism rather than having a minority language serve only as a temporary bridge to English development. Presented by Bauer (U. of Illinois at Urbana-Champaign) and Gort (U. of Miami), the papers have been developed around a common conceptual framework that is constructivist in its view of the learner as an active participant in meaning making and sociocultural in its emphasis on how children learn and interpret language within their particular sociocultural settings. Annotation ©2011 Book News, Inc., Portland, OR (booknews.com)
A large and growing number of students from culturally and linguistically diverse backgrounds in the US and around the world have the potential to develop bilingualism and biliteracy if supported in their immediate environment. At the forefront in focusing exclusively on biliteracy development in early childhood across a variety of languages, this book provides both findings from empirical research with young bilinguals in home and school contexts and practical applications of these findings.
Each chapter is structured in a similar format to offer parallel descriptions of the research, including a brief review of related empirical studies, an overview of the methods for data collection and analysis, a description of the main findings, and specific pedagogical implications to support educators efforts to construct meaningful, challenging, and dynamic literacy and language learning communities where one or more languages are used for communicating and learning.
Pushing the field forward, this book is a valuable resource for helping literacy educators understand and respond to critical issues related to the development of young childrens literate competencies in two languages in home and school contexts.
Focused exclusively on biliteracy development in early childhood across a variety of languages, this book provides both findings from empirical research with young bilinguals in home and school contexts, and practical applications of these findings.
Preface
1 Introduction, Mileidis Gort & Eurydice Bouchereau Bauer
Part I Emergence of Biliteracy: The Preschool Years
Vignette
2 Supporting the Early Development of Biliteracy: The Role of Parents and
Caregivers, Eurydice Bouchereau Bauer & Dumisile Mkhize
3 Literacy Practices and Language Use among Latino Emergent Bilingual
Children in Preschool Contexts, Lucinda Soltero-Gonzalez & Iliana Reyes
4 Learning How to Write in English and Chinese: Young Bilingual Kindergarten
and First Grade Children Explore the Similarities and Differences between
Writing Systems, David Yaden, Jr. & Tina Tsai
Part II Biliteracy Development in Early Elementary School
Vignette
5 Evaluation and Revision Processes of Young Bilinguals in a Dual Language
Program Mileidis Gort
6 Zehras Story: Becoming Biliterate in Turkish and English, Zeynep Camlibel
& Georgia Garcia
7 Traveling on the Biliteracy Highway: Framing Biliteracy from Students
Writings, Marķa Frįnquiz
8 The Evolution of Biliterate Writing Development through Simultaneous
Bilingual Literacy Instruction, Wendy Sparrow, Sandra Butvilofsky & Kathy
Escamilla
Part III Reflections and Future Directions
9 Reflections and Directions for Biliteracy Research, Eurydice Bouchereau
Bauer & Mileidis Gort
Glossary
About the Authors
Eurydice Bouchereau Bauer is Associate Professor at the University of Illinois, Urbana-Champaign, USA
Mileidis Gort is Assistant Professor of Language and Literacy at the University of Miami, School of Education, USA
