Supporting Young Bilingual Children's Literacy Development: A Focus onPhonological Awareness of 3 and 4 Year Old Children
Başlık çevirisi mevcut değil.
- Tez No: 718309
- Danışmanlar: Belirtilmemiş.
- Tez Türü: Yüksek Lisans
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2016
- Dil: İngilizce
- Üniversite: Unıversıty Of London - Unıversıty College London
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: Belirtilmemiş.
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Özet (Çeviri)
Emergent bilingual children who are in the process of acquiring two languages can simultaneously learn emergent bi-literacy skills in their early years and become literate in the future provided they have effective learning opportunities and support. Phonological Awareness (PA) skills are considered as a key prerequisite of becoming literate (Adams, 1990). Emergent bilingual children must therefore develop PA skills in two languages to be a reader and writer. This study was conducted to investigate how early childhood educators and parents support bilingual children's emergent bi-literacy skills in Turkish and English languages, in particular their phonological awareness in the two languages. The study adopted an exploratory research design, comprising an embedded single case study using ethnographic tools. To explore how emergent bilingual children are supported regarding emergent bi-literacy skills, particularly PA, a bilingual classroom was selected in a private bilingual nursery located in London, with classroom observations, and interviews with the practitioners. In this classroom, the children were 3 or 4 years old and most of them had emergent bilingualism in Turkish/English languages. Furthermore, to find how parents of children with different language proficiencies in Turkish/English support their children in emergent bi-literacy skills, four children and their parents were selected in the participant classroom and these children were interviewed and they were observed individually. The practitioners' observational notes particular to emergent bi-literacy skills of the four children were also collected and analysed. 9 It was found that school support is within the frame of the EYFS directing practitioners to teach PA skills in English only, yet, promoting children's home language through play and other learning opportunities (DfE, 2014). Although the majority of the activities were conducted in English, the practitioners indirectly taught Turkish PA skills. Name writing, storybook reading, singing songs or nursery rhymes were reported by the parents as the main literacy-related activities done at the four participant children's homes. The observation and interview data suggest that emergent bilingual children seem to enjoy literacy activities in their dominant language and from popular culture. Parent-teacher partnership seems to be one-way; the practitioners only informing parents regarding PA activities, rather than encouraging PA activities in the home
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