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Noguerón-Liu, Silvia; Shimek, Courtney Hokulaniokekai; Bahlmann Bollinger, Chelsey – Journal of Early Childhood Literacy, 2020
The purpose of this study was to explore the ways emergent bilingual first-graders draw on multiple linguistic resources during reading assessments and the participation of their Spanish-dominant parents in those assessments, as children engaged in English and Spanish retelling tasks. Informed by a translanguaging lens, sociopsycholinguistic and…
Descriptors: Reading Tests, Grade 1, Elementary School Students, Bilingualism
Compton-Lilly, Catherine; Kim, Jieun; Quast, Erin; Tran, Sarah; Shedrow, Stephanie – Journal of Early Childhood Literacy, 2019
In the past, physical barriers such as geography and distance limited global communication. In this paper, we explore how young children in immigrant families engage in transnational literacy practices. Specifically, we explore the transnational funds of knowledge that result from those experiences. This three-year longitudinal collective case…
Descriptors: Immigrants, Literacy, Longitudinal Studies, Case Studies
Rogers, Rebecca; Elias, Martille – Journal of Early Childhood Literacy, 2012
A wealth of research demonstrates that as young children acquire literacy they also approximate literate roles and relationships. Such literate identifications, or storied selves, are complex, sometimes contradictory and under construction for young people. Less research has focused on "how" young children's storied selves are…
Descriptors: Young Children, Discourse Analysis, Identification, Literacy