Understanding young children's everyday biliteracy: "Spontaneous" and "scientific" influences on learning. (March 2018)

• Record Type: Journal Article
• Authors: Durán, Leah
• Other Names: Gort Mileidis guest-editor.; Harris Pauline guest-editor.
• Is Part Of: Journal of early childhood literacy. Volume 18:Number 1(2018:Mar.)
• Page Start: 71
• Page End: 96
• Publication Date: 2018-03
• Subjects: Bilingual children -- bilingualism -- biliteracy -- early childhood literacy -- emergent biliteracy -- Latina/o children -- writing; Literacy -- Periodicals; Reading (Early childhood) -- Periodicals; Electronic journals; 372.6
• DOI: 10.1177/1468798417740617
• Languages: English
• ISSNs: 1468-7984

Abstract

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.