Uncovering One Trilingual Child's Multi-Literacies Development across Informal and Formal Learning Contexts

Autor/in	Kim, Mi Song
Titel	Uncovering One Trilingual Child's Multi-Literacies Development across Informal and Formal Learning Contexts
Quelle	In: European Early Childhood Education Research Journal, 24 (2016) 3, S.414-438 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2016.1164407
Schlagwörter	Multilingualism; Multiple Literacies; Informal Education; Qualitative Research; Longitudinal Studies; Case Studies; Foreign Countries; Social Theories; Freehand Drawing; Journal Writing; Kindergarten; Grade 1; Young Children; Elementary School Students; Participant Observation; Interviews; Surveys; Home Visits; Canada (Montreal) + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Informelle Bildung; Nichtformale Bildung; Qualitative Forschung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study; Ausland; Gesellschaftstheorie; Drawing; Zeichnen; Zeitschriftenaufsatz; School year 01; 1. Schuljahr; Schuljahr 01; Frühe Kindheit; Teilnehmende Beobachtung; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung; Hausbesuch
Abstract	Due to globalisation and rapid technological change, today's educators need to help students develop multi-literacy competencies to enable them to function successfully in our culturally and linguistically diverse (CLD) and increasingly connected global and digital society. A qualitative, longitudinal case study attempted to uncover the multi-literacies development of one young trilingual child (Korean, English, French), Julie, between the ages of six and eight within a multilingual context. As a teacher-and-researcher who initiated and designed a multi-literacies curriculum for young CLD children in informal learning contexts, in this article, I seek to explore how Julie developed and utilised multimodal modes in and out of literacy curriculum in Montreal, Canada. Drawing on Vygotskian sociocultural theory, findings suggested that: (1) Julie developed her persuasive voices and inner voices through appropriating authoritative voices in a playful manner; and (2) Julie and her family recognised and developed the multi-literacies-related funds of knowledge via informal learning contexts that were not part of the formal curriculum within Julie's formal learning spaces. The study contributes to the benefits of encouraging informal learning that could challenge and support multi-literacies curricular in formal learning contexts. The article concludes with considerations of implications for future work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01