Young bilinguals' voices: reflecting on being experts and becoming literate. (1st October 2016)

• Record Type: Journal Article
• Authors: Moses, Lindsey
• Is Part Of: Pedagogies. Volume 11:Number 4(2016)
• Page Start: 311
• Page End: 334
• Publication Date: 2016-10-01
• Subjects: Identity -- discourse analysis -- emergent bilinguals -- English learners -- inquiry-based learning -- literacy practices; Teaching -- Periodicals; Education -- Study and teaching -- Periodicals; 370
• DOI: 10.1080/1554480X.2016.1229619
• Languages: English
• ISSNs: 1554-480X

Abstract

ABSTRACT: This article provides findings about how the construction of literacy practices mediated the positive identity development of first-grade bilinguals in an inquiry-based setting over an academic year. Utilizing a sociocultural approach and a Positive Discourse Analysis lens, the researcher reports findings from an exemplary primary classroom that facilitated positive identity development among young bilinguals as they simultaneously developed language, literacy, and content knowledge.