scholarly journals An emergent bilingual child’s multimodal choices in sociodramatic play

2017 ◽  
Vol 18 (1) ◽  
pp. 38-70 ◽  
Author(s):  
Alain Bengochea ◽  
Sabrina F Sembiante ◽  
Mileidis Gort
Keyword(s):  
Early Childhood ◽  
Dual Language ◽  
Meaning Making ◽  
Critical Discourse ◽  
Bilingual Children ◽  
Learning Spaces ◽  
Sociodramatic Play ◽  
Bilingual Child ◽  
Emergent Bilingual

In this case study, situated in a preschool classroom within an early childhood Spanish/English dual language programme, we examine how an emergent bilingual child engages with multimodal resources to participate in sociodramatic play discourses. Guided by sociocultural and critical discourse perspectives on multimodality, we analysed ways in which Anthony, a four-year-old emergent bilingual child, engaged in meaning-making during play through verbal, visual and actional modes and in conjunction with additional subcategories in his transmodal repertoire (e.g. translanguaging, sentence types, actual versus signified use of artefacts). Our results revealed differences in the ways Anthony engaged his verbal modes (e.g. monolingual languaging versus translanguaging; varying sentence types) together with actional and visual modes to accomplish adult-centric tasks versus creatively engaging in child-centric play. His translanguaging furthered his communication in tandem with the affordances of his visual and actional resources, depending on his play purposes and collaborators. Anthony’s case illustrates how emergent bilingual children access a variety of modes to participate in literate discourses in complex and varied ways. This article concludes with a discussion on the importance of thoroughly accounting for the contexts and multimodal supports in interactive learning spaces.

Exploring the object-sourced transmodal practices of an emergent bilingual child in sociodramatic play

2020 ◽  
Vol 18 (4) ◽  
pp. 371-386
Author(s):  
Alain Bengochea ◽  
Sabrina F Sembiante ◽  
Mileidis Gort
Keyword(s):  
Dual Language ◽  
Early Childhood Teachers ◽  
The United States ◽  
Sociodramatic Play ◽  
Mediated Action ◽  
Emergent Bilingual ◽  
Multimodal Discourse ◽  
Video Recordings ◽  
Field Notes

This case study explores how an emergent bilingual preschooler used transmodal practices to engage with objects and compose narratives in sociodramatic play. Video recordings and field notes were collected in a dual language preschool classroom in the United States to examine the actional, verbal, and visual modes used by the focal child during his engagement with objects. An action-oriented analysis using multimodal discourse and mediated action frameworks revealed how he transmodally engaged with play artifacts to embody imagined roles and extend objects’ functionality. The child engaged with objects in three particular ways by (a) resourcing objects to advertise play to peers, (b) extending objects’ meaning potential, and (c) recruiting physical and imagined objects to elaborate on storyline. His translanguaging served as an additional compositional resource to provide contextualization for play narratives; showcase personalized meanings and underscore his multimodal intent during play; and endorse and co-opt others’ play ideas. Findings have implications for ways that early childhood teachers can use objects to promote and augment multimodal sociodramatic play scenarios.

scholarly journals Dynamic Language Use in Bi/Multilingual Early Childhood Education Contexts

2020 ◽  
Vol 3 (2) ◽  
pp. 158-178
Author(s):  
Ryan W Pontier ◽  
Ivian Destro Boruchowski ◽  
Lergia I Olivo
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Language Use ◽  
The United States ◽  
Early Years ◽  
Bilingual Children ◽  
Future Research ◽  
Childhood Education ◽  
Emergent Bilingual ◽  
Dynamic Language

The population of bilingual students learning and using more than one language in the United States has more than doubled in the past 30 years. This is especially true in early childhood, which makes it crucial that educators of young emergent bilingual children understand and support these young children’s bi/multilingual development, including critically understanding the implication of adopting different perspectives of bi/multilingualism. Although much is known about classroom practices in support of emergent bilingual children in Kindergarten and beyond, little is known about those practices in the early years. This article provides a systematic review of relevant empirical studies that investigated teachers’ and children’s dynamic language use in bi/multilingual early childhood education settings. The authors identify several strategic languaging practices enacted by both teachers and children, and strategies for fostering these practices; as well as ways in which teachers leveraged their agency through their languaging practices. Implications for future research, practice, professional development, and policy are discussed.

Interlocutor–child Interactions: Supporting Children's Creativity in Graphic-narrative-embodied Play

2017 ◽  
Vol 42 (3) ◽  
pp. 73-81 ◽  
Author(s):  
Wan Yi Lee ◽  
Susan Wright
Keyword(s):  
Early Childhood ◽  
Meaning Making ◽  
Thinking Styles ◽  
Early Childhood Setting ◽  
Creative Processes ◽  
Graphic Narrative ◽  
Childhood Education ◽  
Analysis Process ◽  
Fostering Creativity

FOSTERING CREATIVITY IN CHILDREN'S learning is prioritised in a number of early childhood education framework documents across the world. Despite this emphasis, the educator's role in supporting children's creativity is often mitigated due to lack of understanding about the nature of creativity and how to appropriately provide support. This paper presents a practitioner-based case study of children's graphic-narrative-embodied play experiences through interlocutor–child interactions in one early childhood setting in Melbourne, Australia. The study aimed to investigate how one-to-one creative dialogues support children's drawing, talking and gesturing. Three children's graphic-narrative-embodied play and interlocutor–child interactions were video-recorded, transcribed and analysed using an interpretivist paradigm. The analysis process was guided by sociocultural theories and pre-existing frameworks on children's creative dispositions, thinking styles and creative processes in multimodal meaning-making. Key findings include conditions that favour creativity in children's graphic-narrative-embodied play and approaches to co-creating this with children.

scholarly journals The importance of looking at someone looking through a pirates telescope

2015 ◽  
Vol 11 ◽  
Author(s):  
Elin Eriksen Ødegaard
Keyword(s):  
Early Childhood ◽  
Video Analysis ◽  
Meaning Making ◽  
Identity Work ◽  
Recent Case ◽  
Educational Setting ◽  
Methodological Issues ◽  
Construction Of Knowledge ◽  
Recent Case Study

This article will address methodological issues concerning the making of knowledge.Drawing on a recent case study from an early childhood educational setting, I will give detailed descriptions of the process of video analysis including the process of transcription and the uses of logs. An aspiration is to create transparency by displaying an analytical process as dynamic, and show how theoretical positions and the researcher her/himself is intertwined in the construction of the empirical base, and thereby in the construction of knowledge. A meta-case is made, and will thereby serve as an example of epistemological reflexivity; how a process of analysis gives certain views and certain truths. To put it in a narrative idiom, this article contains a researcher’s learning story about the importance of looking at someone looking through a pirate’s telescope, to put it in words indicating a meta perspective on a case study called Captain Andreas and his Crew (Ødegaard 2006a, 2007). The article will also, on the basis of a creation of a meta-case, contribute to rethinking truths of children’s meaning-making, gender- and identity-work; boys using swords for battles, as the mention of pirates indicates. The article will problematize whether boys using swords for play battles necessarily can be seen as gendering stereotype masculinity.

Towards a Discourse Approach to Critical Lexicography

2019 ◽  
Vol 32 (3) ◽  
pp. 362-388
Author(s):  
Wenge Chen
Keyword(s):  
Meaning Making ◽  
Postcolonial Studies ◽  
Critical Discourse ◽  
Global Context ◽  
Critical Discourse Studies ◽  
Discourse Studies ◽  
Definition Of ◽  
And Function ◽  
International English

Abstract Ideology and power, the vital concerns of critical lexicography, are aspects of a dictionary that a lexicographer and a discerning dictionary user have to encounter in any serious lexicographical enterprise (Kachru 1995); however, critical lexicography as a theme did not receive much attention until Kachru and Kahane (1995). This term later appeared in Hornscheidt (2011) and Moon (2014). However, to date there has not been any systematic theoretical exemplification of what critical lexicography is and how critical lexicographical research is done. Additionally, the scope and function of critical lexicography is relatively limited when we consider the global context, since it fails to take into account theoretical and methodological inspirations from other disciplines such as Critical Discourse Studies and/or Postcolonial Studies, which would make it more theoretically robust and analytically explanatory. With this gap in mind, this paper proposes a discourse approach to Critical Lexicography, termed Critical Lexicographical Discourse Studies (CLDS), as a response to the call for lexicographers’ ‘social accountability’. Specifically, the article puts forward a definition of CLDS and its key concepts, denotes its ontological, epistemological and methodological orientations, delineates its principles, proposes a tentative analytic framework and demonstrates a simplified case study. The article argues that a discourse approach to critical lexicography opens up space to understand different meaning-making practices and contestation in lexicography. In doing so, this article contributes to the development of international (English) lexicography and the language(s) it represents.

scholarly journals Translanguaging Practices in a Hungarian-English Early Childhood Classroom

2019 ◽  
pp. 1153-1173
Author(s):  
Irina Golubeva ◽  
Éva Csillik
Keyword(s):  
New York ◽  
New York City ◽  
Early Childhood ◽  
Early Childhood Education ◽  
York City ◽  
Bilingual Children ◽  
Classroom Observations ◽  
Early Childhood Classroom ◽  
The Past ◽  
Emergent Bilingual

After a brief overview of translanguaging research carried out in the past, this chapter introduces how Hungarian-English emergent bilingual children used translanguaging practices during play time in a Hungarian-English early childhood education classroom in the AraNY János Hungarian School in New York City (USA). The authors developed the concept of student-led translanguaging and observed it separately from teacher-led translanguaging practices. This chapter presents the data collected through classroom observations over a period of 6 months. The overarching aim of this research is to reveal how translanguaging is used by the students and by the teachers in a superdiverse community of Hungarian descendants living around New York City.

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