-
This research describes the biliteracy learning of young bilingual
children in an English as a Second Language classroom. In particular, it
explores factors influencing their biliteracy in a context that
provided systematic and formalized instruction only in English. Using a
holistic perspective on bilingualism and sociocultural theories of
learning, this study analyzes children’s writing and writing-related
talk.
In particular, this study draws on Vygotsky’s notion of
“scientific” and “spontaneous” learning. The findings suggest that
children used concepts that they had been systematically taught and
applied them to new circumstances, that they drew on support from their
families outside school, and that their interactions with each other
supported their biliterate development.
-
No comments:
Post a Comment