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ERIC Number: EJ1112352
Record Type: Journal
Publication Date: 2016-Sep
Pages: 27
Abstractor: As Provided
ISSN: ISSN-1468-7984
The Role of Peer Relationships and Interactions in Preschool Bilingual Children's Responses to Picture Books
Kim, So Jung
Journal of Early Childhood Literacy, v16 n3 p311-337 Sep 2016
In spite of the emphasis on the importance of social contexts in children's literacy development, there is still a startling scarcity of studies examining the role of peer relationships in preschool bilinguals' literary practices. This qualitative case study investigates how peer relationships and interactions among preschool, Korean-English bilingual children affect their responses to picture books during whole group read-alouds. As part of a comprehensive 18-month longitudinal study, this article focuses on data collected over a period of 10 months. Multiple data collection sources were used to enhance the credibility and validity of the study. Results indicated that the children's literary responses were highly influenced by their different social relationships with peers. Thus, in order to create supportive literature environments, it is important for teachers to pay considerable attention to what bilingual students experience with their peers. With more engrossing narratives and vivid descriptions, the study aims to provide insights into the significance of peer relationships and interactions in early literacy practices in bilingual settings.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A