Drawn and written funds of knowledge: A window into emerging bilingual children's experiences and social interpretations through their written narratives and drawings. (March 2018)

• Record Type: Journal Article
• Authors: Alvarez, Adriana
• 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: 97
• Page End: 128
• Publication Date: 2018-03
• Subjects: Bilingual children -- Latina/o children -- multimodality -- biliteracy -- sociocultural; Literacy -- Periodicals; Reading (Early childhood) -- Periodicals; Electronic journals; 372.6
• DOI: 10.1177/1468798417740618
• Languages: English
• ISSNs: 1468-7984

Abstract

This qualitative study examines Mexican-American emerging bilingual children's depictions of their lives in the form of written narratives and drawings as a window into their own understandings and interpretations of social contexts and life experiences. Narratives that include drawings were collected once a month in a first grade classroom during one school year in a two-way dual language school set in a border city that serves mostly Mexican-American students. Children's written and pictorial depictions of their experiences suggest they viewed their roles as valuable contributors to the family's well-being. They used both multimodal semiotic systems to express their social understandings of family and community networks, and their roles within them.