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ERIC Number: EJ1173843
Record Type: Journal
Publication Date: 2018-Mar
Pages: 33
Abstractor: As Provided
ISSN: ISSN-1468-7984
Being Bilingual, Being a Reader: Prekindergarten Dual Language Learners' Reading Identities
Wagner, Christopher J.
Journal of Early Childhood Literacy, v18 n1 p5-37 Mar 2018
This study explores the interplay between early reading, identity and bilingualism. Reading identities, or understandings about what reading is and whom one is as a reader, have been linked to reading achievement and the development of reading skills. Only a small portion of the overall research on reading identities has included dual language learners. This exploratory study provides a description of the reading identities of three dual language learners in prekindergarten. Data include child-centered interviews, child and classroom observations, teacher interviews and a family questionnaire. Methods centered on the use of child-oriented data collection protocols, and the inclusion of children in the interpretation of their own work and language. Through the exploration of three cases, this study documents the ways that reading identities were constructed, taken up and expressed by the participants. This study provides evidence that dual language learners are actively constructing ideas about reading, bilingualism/biliteracy, and whom they are as readers as they learn to read. These findings show that framing early reading in an identity perspective presents opportunities to look more holistically at the language and reading practices of dual language learners as they learn to read and navigate two or more languages at home and school.
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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