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 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.

Creating Spaces for Critical Literacy for Bilingual Learners

2018 ◽  
pp. 28-46
Author(s):  
So Jung Kim
Keyword(s):  
Young Children ◽  
Critical Literacy ◽  
Literacy Practices ◽  
Korean Language ◽  
Race And Gender ◽  
Video Recordings ◽  
Field Notes ◽  
And Gender ◽  
Audio Video

With heightened emphasis on critical literacy pedagogies, attention to critical literacy for young children (CLYC) has rapidly increased. Yet, there is a paucity of studies examining CLYC in bilingual settings, particularly in Pre-K contexts. Utilizing a qualitative case study design, the current study examined how early critical literacy can be implemented as a medium to help young bilinguals critique texts and develop critical perspectives about race and gender. The study was conducted in a kindergarten classroom at the Korean Language School in a Midwestern city in the US. The data were collected over a semester using multiple collection sources including audio/video recordings, observational field notes, interviews, and children's artifacts. Findings suggest the potential of early critical literacy practices in bilingual contexts to open critical conversations about race and gender with young children. The study also provides teachers with tips on how to create supportive literary environments for young bilingual children.

Creating Spaces for Critical Literacy for Bilingual Learners

2019 ◽  
pp. 1303-1321
Author(s):  
So Jung Kim
Keyword(s):  
Young Children ◽  
Critical Literacy ◽  
Literacy Practices ◽  
Korean Language ◽  
Race And Gender ◽  
Video Recordings ◽  
Field Notes ◽  
And Gender ◽  
Audio Video

With heightened emphasis on critical literacy pedagogies, attention to critical literacy for young children (CLYC) has rapidly increased. Yet, there is a paucity of studies examining CLYC in bilingual settings, particularly in Pre-K contexts. Utilizing a qualitative case study design, the current study examined how early critical literacy can be implemented as a medium to help young bilinguals critique texts and develop critical perspectives about race and gender. The study was conducted in a kindergarten classroom at the Korean Language School in a Midwestern city in the US. The data were collected over a semester using multiple collection sources including audio/video recordings, observational field notes, interviews, and children's artifacts. Findings suggest the potential of early critical literacy practices in bilingual contexts to open critical conversations about race and gender with young children. The study also provides teachers with tips on how to create supportive literary environments for young bilingual children.

Using the Interactive Whiteboard to Stimulate Active Learning in School Science

2010 ◽  
pp. 102-117 ◽  
Author(s):  
Sara Hennessy ◽  
Rosemary Deaney ◽  
Chris Tooley
Keyword(s):  
Active Learning ◽  
Teaching And Learning ◽  
School Science ◽  
Interactive Whiteboards ◽  
Secondary Teacher ◽  
Pedagogical Strategies ◽  
Video Recordings ◽  
Field Notes ◽  
The Uk

This case study is set in the context of an extraordinarily rapid influx of interactive whiteboards in schools in the UK. The focus is on pedagogical strategies used to harness the functionality of this powerful technology to support teaching and learning in science. The study offers a vivid example of how one expert secondary teacher used the IWB technology and other digital resources to support “active learning” about the process of photosynthesis by a class of students aged 14-15. Collaborative thematic analysis of digital video recordings, teacher diary, field notes and post-lesson interview data from a sequence of six lessons yielded detailed, theorized descriptions of the teacher’s own rationale. The chapter concludes by highlighting a multimedia resource produced as an outcome of this case study in order to support professional development of practitioners working in other contexts.

scholarly journals Developing Children’s Cultural Identities Through Play

2020 ◽  
Vol 2 (2) ◽  
pp. 244-257
Author(s):  
Winnie Sin Wai PUI ◽  
ZHANG Heyi ◽  
DING Ming ◽  
ZHONG Cai E
Keyword(s):  
Young Children ◽  
Qualitative Case Study ◽  
Early Years ◽  
Cultural Identities ◽  
Global Mindset ◽  
Video Recordings ◽  
Whole Person ◽  
Curriculum Framework ◽  
Field Notes

Play is an important vehicle for developing literacy, cognition, and social competence in early years settings. In this paper, a qualitative case study in a private kindergarten in China indicated how children could learn and appreciate their own culture in a thoughtfully designed play-based setting. Thirty kindergarten teachers from 15 classes consisting of 431 children in total participated in this study. Based on field notes, audio and video recordings, and teachers’ self-reflective notes, the study explored the play-based setting within a curriculum framework, i.e. the Early-years Whole-person Global-mindset Curriculum Framework (ewgc). The results showed that the play-based setting supported young children to form their own cultural identities and enhanced children’s development in general.

scholarly journals Gender and Language Learning at Home and Abroad

2009 ◽  
Vol 31 (2) ◽  
pp. 141 ◽  
Author(s):  
Eton Churchill
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
The United States ◽  
Oral Proficiency Interview ◽  
Japanese Male ◽  
Field Notes ◽  
Learning At Home ◽  
At Home

This case study investigates the language learning experiences, both at home and abroad, of a male Japanese high school learner of English. The qualitative data consist of field notes taken in Japan and the United States, interview data, and a semi-structured diary. Proficiency data include an oral proficiency interview (OPI), an institutional TOEFL, a dictation, and a narrative recorded immediately following the study abroad experience. By examining dynamics at different levels of analysis, it is argued that gender played a significant role in shaping short-term and long-term language learning opportunities and outcomes. This case study contributes to the study abroad literature in two ways. First, it adds a case study of a Japanese male to the literature on the gendered experience abroad. Secondly, it allows us to investigate how language study at home and abroad differs for a single learner, and how gender contributes to these differences. 本研究は、一人の日本人男子高校生の日本とアメリカにおける英語学習経験を調査したケーススタディである。日米両国で記録したフィールドノート、インタビュー、記載様式をある程度規定した日記などの質的データを資料とした。習熟度に関する資料としては、OPI と呼ばれる会話測定能力テスト、TOEFL、ディクテーション、留学経験直後に録音した体験談などを使用した。多様なレベルのダイナミクスを検証し、ジェンダーが、短期・長期両方にわたる言語学習の機会と成果を得るために、重要な役割を果たしていることを論じた。本研究は、日本人男性のケーススタディである点、個人においても母国と外国とでは言語学習の方法が異なり、ジェンダーがその違いにどのように影響しているかを探ることができた点において、海外留学体験におけるジェンダーの影響を扱った研究分野に貢献するものである。

scholarly journals Young children’s digital literacy practices in the sociocultural contexts of their homes

2020 ◽  
Vol 20 (3) ◽  
pp. 472-499 ◽  
Author(s):  
Kristiina Kumpulainen ◽  
Heidi Sairanen ◽  
Alexandra Nordström
Keyword(s):  
Emergent Literacy ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Literacy Learning ◽  
Learning Opportunities ◽  
Daily Lives ◽  
Video Recordings ◽  
Field Notes ◽  
Sociocultural Contexts

This socioculturally framed case study investigates the digital literacy practices of two young children in their homes in Finland. The aim is to generate new knowledge about children’s digital literacy practices embedded in their family lives and to consider how these practices relate to their emergent literacy learning opportunities. The study asks two questions, ‘How do digital technologies and media inform the daily lives of children in their homes? Moreover, how do the sociocultural contexts of homes mediate children’s digital literacy practices across operational, cultural, critical and creative dimensions of literacy?’ The empirical data collection drew on the ‘day-in-the-life’ methodology, using a combination of video recordings, photographs, observational field notes and parent interviews. The data were subjected to thematic analysis following an ethnographic logic of enquiry. The findings make visible how children’s digital literacy practices are intertwined in families’ everyday activities, guided by parental rules and values. The study demonstrates children’s operational, cultural and creative digital literacy practices. The study also points out the need for more attention to children’s critical engagement in their digital literacy practices.

scholarly journals One Step at a Time: A Journey of Hope, Inspiration, and Determination

2014 ◽  
Author(s):  
Melinda Hermanns ◽  
Barbara Haas
Keyword(s):  
Quality Of Life ◽  
Functional Ability ◽  
Single Case ◽  
Exercise Program ◽  
The United States ◽  
Surgical Interventions ◽  
Field Notes ◽  
The Impact

Approximately three million persons in the United States face the challenge of living with Parkinson's Disease (PD). In spite of medical and surgical interventions, the disease progresses, resulting in bradykinesia, rigidity and postural instability that impair functional ability and quality of life. The purpose of this case study is to illuminate the impact an exercise program may have on an individual with PD. A single case study design was used to explore the effect of exercise on the quality of life of a 73-year old gentleman with advanced PD. Interviews and field observations of the client, wife, and staff at a community based exercise facility were conducted. Analyses were based on coding of verbatim transcripts and field notes. Three themes emerged from the study: hope, inspiration, and determination. This case study is an exemplar of the impact exercise conducted in a supportive environment may have on improving the functional ability and quality of life for persons with PD.

Marketing sophistication in private sawmilling companies in the United States

2016 ◽  
Vol 46 (2) ◽  
pp. 181-189 ◽  
Author(s):  
Xiaoou (Jane) Han ◽  
Eric Hansen
Keyword(s):  
United States ◽  
The United States ◽  
Systematic Investigation ◽  
Study Data ◽  
Marketing Strategies ◽  
Study Approach ◽  
Stakeholder Orientation ◽  
Holistic Understanding ◽  
Field Notes

Recent research in the field of marketing documents a shift from a production–sales orientation to a customer–market–stakeholder orientation. However, there is no systematic investigation of marketing sophistication in firms. This study examines marketing sophistication in the context of private sawmilling companies in the United States using a case study approach. Specifically, marketing culture and marketing strategies in the companies are the focus of the study. Data were collected from 20 firms via personal interviews, website information, and field notes. Findings show that the studied companies do not have a holistic understanding of marketing and a production-oriented mentality still largely presents. An enhanced understanding of marketing would benefit the firms. However, it is also quite clear that many of the studied companies are starting to pursue an outward-looking, market-oriented approach to marketing.

scholarly journals Addressing the polypharmacy challenge in older people with multimorbidity (APOLLO-MM): study protocol for an in-depth ethnographic case study in primary care

BMJ Open ◽  
2019 ◽  
Vol 9 (8) ◽  
pp. e031601
Author(s):  
Deborah Swinglehurst ◽  
Nina Fudge
Keyword(s):  
Older Adults ◽  
Common Source ◽  
Ethnographic Case Study ◽  
Daily Lives ◽  
Video Recordings ◽  
Organisational Routines ◽  
E Learning ◽  
Institutional Contexts ◽  
Field Notes

IntroductionPolypharmacy is on the rise. It is burdensome for patients and is a common source of error and adverse drug reactions, especially among older adults. Health policy advises clinicians to practicemedicines optimisation—a person-centred approach to safe, effective medicines use. There has been little research exploring older patients’ perspectives and priorities around medicines-taking or their actual practices of fitting medicines into their daily lives and how these are shaped by the wider context of healthcare.Methods and analysisWe will conduct an in-depth multisite ethnographic case study. The study is based in seven clinical sites (three general practices and four community pharmacies) and includes longitudinal ethnographic follow-up of older adults, organisational ethnography and participatory methods. Main data sources include field notes of observations in the home and clinical settings; interviews with patients and professionals; cultural probe activities; video recordings of clinical consultations and interprofessional talk; documents. Our analysis will illuminate the everyday practices of polypharmacy from a range of lay and professional perspectives; the institutional contexts within which these practices play out and the sense-making work that sustains—or challenges—these practices. Our research will adopt a ‘practice theory’ lens, drawing on the sociology of organisational routines and other relevant social theory guided by ongoing iterative data analysis.Ethics approvalThe study has HRA approval and received a favourable ethical opinion from the Leeds West Research Ethics Committee (IRAS project ID: 205517; REC reference 16/YH/0462).DisseminationAside from academic outputs, our findings will inform the development of recommendations for practice and policy including an interactive e-learning resource. We will also work with service users to co-design patient/public engagement resources.

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