Review: Belpoliti, Flavia & Bermejo, Encarna (2020). Spanish heritage learners’ emerging literacy: Empirical research and classroom practice. Routledge.

EN This manuscript reviews Spanish Heritage Learners’ Emerging Literacy: Empirical Research and Classroom Practice, by Flavia Belpoliti (Texas A&M University-Commerce) and Encarna Bermejo (Houston Baptist University), published in 2020 by Routledge. The book is the result of an empirical study. Its eight chapters follow a research-based approach to the teaching of Spanish Heritage Language. The authors present detailed linguistic features to consider when teaching SHL writing and research-based pedagogical and instructional implications. Key words: SPANISH HERITAGE LANGUAGE, RESEARCH-BASED PEDAGOGY, EMERGING LITERACY ES Este manuscrito es una reseña del libro Spanish Heritage Learners' Emerging Literacy: Empirical Research and Classroom Practice de Flavia Belpoliti (Texas A&M University-Commerce) y Encarna Bermejo (Houston Baptist University), publicado en 2020 por Routledge. El libro es el resultado de un estudio empírico: tiene ocho capítulos y sigue un enfoque de aprendizaje basado en la investigación para la enseñanza del español como lengua de herencia. Se presentan características lingüísticas detalladas que se deben tomar en cuenta al enseñar la escritura del español como lengua de herencia y las implicaciones pedagógicas e instruccionales según el enfoque del aprendizaje basado en la investigación. Palabras claves: ESPAÑOL COMO LENGUA DE HERENCIA, APRENDIZAJE BASADO EN LA INVESTIGACIÓN, ALFABETIZACIÓN EMERGENTE IT Questo manoscritto è una recensione del libro Spanish Heritage Learners' Emerging Literacy: Empirical Research and Classroom Practice di Flavia Belpoliti (Texas A&M University-Commerce) e Encarna Bermejo (Houston Baptist University), ed è stato pubblicato dalla Routledge nel 2020. Il libro, risultato di uno studio empirico, è suddiviso in otto capitoli che seguono un approccio all’insegnamento dello spagnolo come lingua ereditaria basato sulla ricerca. Le autrici presentano nel dettaglio le caratteristiche linguistiche da tenere in considerazione nell’insegnamento dello spagnolo come lingua ereditaria e le implicazioni pedagogiche e per l’insegnamento che derivano dalla ricerca. Parole chiave: SPAGNOLO COME LINGUA EREDITARIA, PEDAGOGIA BASATA SULLA RICERCA, ALFABETIZZAZIONE EMERGENTE

Kokemuksen keholliset esitykset

The term social circus refers to pedagogical circus activities that are used to foster collaboration and interaction between the participants. This paper is based on a research project that aimed to analyze how the embodied nature of social circus activities is related to second language use and learning. The participants are adult second language speakers of Finnish with emerging literacy, and the data has been gathered with the methods of video-ethnography and analyzed using multimodal conversation analysis (Mondada 2014). The focus of analysis on the participants’ turns that combine the grammatical resources of Finnish with embodied means. These turns occur as part of a reflective activity during which the participants share their thoughts on the circus activities. The analysis shows how the collaborative nature of the circus activities is reflected in language use and highlights the embodied nature of language use and learning.

Práticas Discursivas Orais Envolvendo Materiais Impressos e Narrativas Ficcionais

Resumo:Inspirados por estudos sobre letramento emergente, que indicam a importância de processosinteracionais e práticas discursivas na constituição do sujeito dito letrado, neste artigopropomos uma discussão acerca de práticas discursivas orais envolvendo situaçõesinteracionais entre uma criança brasileira e seus diferentes interlocutores. Nesta perspectiva,evidenciamos as práticas em que há a presença de materiais impressos contendo narrativasficcionais mediando as interações. O conjunto de dados considerado no estudo insere-seem uma proposta de pesquisa mais ampla, envolvendo o “percurso narrativo” dessa criança,‘E’. O material coletado tem caráter longitudinal e naturalístico, sendo composto porfilmagens cotidianas feitas pelos pais. Entre os dados, separamos registros correspondentesao segundo ano de vida de ‘E’. Nossas análises preliminares destacam uma predominânciade situações interacionais e práticas discursivas orais envolvendo livros de histórias infantise textos da literatura clássica infantil lidos para ‘E’ principalmente pela mãe. A partir dosreferenciais teóricos aos quais nos filiamos, entendemos que o estabelecimento dessas práticasé capital para a “captura” (LEMOS, 2002) da criança por esse universo simbólico e para suaentrada no funcionamento da língua, marcada tanto por seus gestos, suas vocalizações efalas, quanto pela interpretação do adulto e sua relação com a história narrada. Abstract:Inspired by studies on emerging literacy, which indicate the importance of interactionalprocesses and discursive practices in the constitution of the literate subject, in this article,we propose a discussion about oral discursive practices involving interactional situationsbetween a Brazilian child and its different interlocutors. In this perspective, we highlight thepractices in which there is the presence of printed materials containing fictional narrativesmediating the interactions. The set of data considered in the study is part of a broaderresearch proposal, involving the “narrative path” of ‘E’, this child. The collected materialhas a longitudinal and naturalistic character, being composed of daily filming done by theparents. Among the data, we separate records corresponding to the second year of life of‘E’. Our preliminary analyzes highlight a predominance of interactional situations and oraldiscursive practices involving children’s storybooks and classic children’s literature textsread to ‘E’, mainly by the mother. From the theoretical references to which we are affiliated,we understand that the establishment of these practices is the key to the child’s “capture”(LEMOS, 2002) for this symbolic universe and for their entry into the functioning of thelanguage, marked both by their gestures, vocalizations, and speech, as well as the adult’sinterpretation and their relation to the narrated history.

Honing emergent literacy via food

This study explores the honing of children’s emerging literacy skills through the use of food that is inspired by children’s books. Besides digital and printed books, edible texts have the potential to aid language acquisition and literary appreciation. When edible materials and children’s books are synthesised into a new form to facilitate edible readings, the combination may inspire more families to engage in everyday literacy activities with their children. Using historical examples of edible reading that support emergent literacy, this work investigates how children have fed on edible materialities that appeal to their senses on multiple levels. As well as traditional methods, this study looks at innovative methods of food printing and production such as 2D and 3D printing technologies and how these may be integrated into edible texts through prototypes presented by the author.

Phonemic awareness in an oral German-origin Brazilian language: a study of Hunsrückisch and German bilinguals

Phonemic awareness is the ability to notice and manipulate language sounds in their base form (phonemes). It is associated with emerging literacy skills and predictive of skilled reading. The aim of the present study was to investigate phonemic awareness in German and its association with speaking a German-origin, but predominantly unwritten language. We investigated speakers of Hunsrückisch, a Brazilian minority language predominantly used in its spoken form. Participants were literate Brazilian Portuguese speakers who spoke Hunsrückisch and German or Hunsrückisch only. The results show faster, more accurate performance in the phonemic awareness task among participants who spoke Hunsrückisch and German, relative to those who spoke Hunsrückisch only. Participants who spoke Hunsrückisch only were able to perform the phonemic awareness tasks but having learned to read and write in German allowed for faster, more accurate performance, especially in relation to pseudowords.