Facilitating Critical Dialogues with Bilingual Kindergartners through Animated Books: A Qualitative Case Study

Autor/in	Kim, So Jung
Titel	Facilitating Critical Dialogues with Bilingual Kindergartners through Animated Books: A Qualitative Case Study
Quelle	In: Learning, Media and Technology, 47 (2022) 4, S.498-511 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2022.2036189
Schlagwörter	Kindergarten; Young Children; Bilingual Students; Animation; Books; Electronic Publishing; Sex; Socioeconomic Status; Emergent Literacy; Dialogs (Language); Code Switching (Language); Translation; Bilingualism; Bilingual Education; Literacy Education; Korean; English; Sex Stereotypes + Suchen Sie Ihr Suchwort? Frühe Kindheit; Book; Buch; Monographie; Monografie; Elektronisches Publizieren; Geschlecht; Geschlechtsverkehr; Socio-economic status; Sozioökonomischer Status; Frühleseunterricht; Dialog; Dialogs; Dialogue; Dialogues; Bilingualismus; Bilingual teaching; Bilingualer Unterricht; Koreanisch; English language; Englisch
Abstract	The main purpose of this article is to investigate the intersection of early-literacy curricula, multiliteracies, and bilingualism by analyzing young bilingual children's conversations about gender and socio-economic class representations in animated storybooks. As part of a longitudinal study, the study focused on six kindergarten-age children at the Korean Language School (KLS) in a city in the Midwest United States. The study was conducted from a naturalistic stance with a qualitative research design. The data were collected over the course of a semester from participant observations, video and audio recordings, and teacher interviews. The findings of this study suggest the pedagogical potential of animated storybooks and translanguaging practice as means for creating a critical and interactive literacy space in which young bilingual children can explore media representations on gender and social class in age-appropriate, meaningful ways. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01