Talking about Language in Pre-School: The Use of Video-Stimulated Recall with Emergent Bilingual Children

Autor/inn/en	Morales, P. Zitlali; Rumenapp, Joseph C.
Titel	Talking about Language in Pre-School: The Use of Video-Stimulated Recall with Emergent Bilingual Children
Quelle	In: Journal of Multilingual Education Research, 7 (2017), S.19-42, Artikel 4 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-4799
Schlagwörter	Preschool Children; Video Technology; Recall (Psychology); English (Second Language); Second Language Learning; Second Language Instruction; Language Usage; Multilingualism; Bilingualism; Preschool Education; Semiotics; Spanish; Metalinguistics; Audience Awareness; Bilingual Education; Teaching Methods; Catholic Schools; Qualitative Research; Teacher Student Relationship; Code Switching (Language); Observation; Illinois + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Abberufung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachgebrauch; Mehrsprachigkeit; Multilingualismus; Bilingualismus; Semiotik; Spanisch; Metalanguage; Metasprache; Bilingual teaching; Bilingualer Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Katholische Schule; Qualitative Forschung; Teacher student relationships; Lehrer-Schüler-Beziehung; Beobachtung
Abstract	After first discussing the ideologies (standard and monolingual) implicit in language education in the United States, we argue for a necessary ideological shift in the way multiple languages and other forms of semiotic communication are understood, used, and supported in preschool for emergent bilinguals. We present examples from a preschool study in Illinois where emergent bilingual children in two classrooms used video-stimulated accounts to make sense of their actions. Students used multiple semiotic resources--including English, Spanish, and embodiment--to collaborate with others and represent their ideas. Our findings include evidence of language awareness and awareness of audience in choosing the language of interaction. We argue that very often, preschool teachers are not taught to support or encourage students' use of languages other than English, even in classrooms designated as bilingual. Implications are discussed for universal preschool with growing numbers of students with multilingual abilities. (As Provided).
Anmerkungen	New York State Association for Bilingual Education. 726 Broadway 5th Floor, New York, NY 10003. Tel: 718-817-5875; e-mail: jmer@fordham.edu; Web site: https://fordham.bepress.com/jmer/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01