2018-Wagner-JournalofEarlyChildhoodLiteracy

Article Overview

  • Title: Being bilingual, being a reader: Prekindergarten dual language learners’ reading identities

  • Author: Christopher J Wagner, Queens College, City University of New York

  • Journal: Journal of Early Childhood Literacy

  • Publication Date: March 2018

  • DOI: 10.1177/1468798417739668

  • Citations: 19

  • Reads: 351

  • Context: The study investigates the interplay between early reading identities and bilingualism among dual language learners (DLLs) in prekindergarten.

Abstract

  • Focus:

    • Explores how reading identities are linked to reading achievement and skills development in DLLs.

    • Highlights the lack of research on DLLs and reading identities.

    • Examines three DLLs' reading identities through child-centered data collection methods.

    • Concludes that DLLs actively construct their reading identities, bilingualism, and biliteracy.

  • Methods: Data collected through interviews, observations, and questionnaires from children, teachers, and families.

  • Keywords: Bilingual children, biliteracy, early reading, identity.

Introduction

  • DLLs defined as children exposed to two or more languages in early childhood.

  • Current instructional practices inadequately support DLLs due to a monolingual focus.

  • Need for a holistic approach in culturally diverse classrooms, particularly one that addresses dimensions of identity in literacy.

  • Identities are shaped by internal and external processes including social interactions within communities.

Reading Identities

  • Defined as a child's understanding of reading and their self-concept as a reader.

  • Influenced by:

    • Feelings about reading

    • Self-evaluations of reading ability

    • Historical experiences with reading

    • Cultural attitudes towards bilingualism

  • Reading identities significantly affect children's motivation and self-efficacy in reading.

Importance of Early Reading Identities

  • Formed before adolescent years, thus crucial for literacy development.

  • Positive reading identities can mitigate potential long-term reading difficulties.

  • Research has mainly focused on adolescents; less understanding of early reading identities in DLLs.

Factors Affecting DLLs' Reading Identities

  • Constructed differently than those of monolingual peers due to multiple linguistic contexts:

    • Unique cognitive and social experiences defined by using multiple languages (Bialystok, 2001).

  • Influenced by social attitudes towards bilingualism and cultural learning opportunities.

Methodology

  • Participants: Three 4-year-olds (Caleb, Raina, Jackie) from a diverse school.

  • Data Collection Methods:

    • Semi-structured interviews focusing on children's reading beliefs and experiences.

    • Book readings to observe reading practices in context.

    • Draw and talk interviews to enhance verbal and visual communication.

    • Observations during reading instruction.

    • Teacher and family questionnaires to provide additional context.

Findings

Case Studies of Participants

  1. Caleb (Spanish-English):

    • Believes reading is about skill with books and words.

    • Describes reading positively and identifies as a reader.

    • Understands reading in the context of both languages.

    • Exhibits enthusiasm for reading in any form.

  2. Raina (English-Cape Verdean Creole):

    • Interprets reading as a milestone of growing up.

    • Displays an awareness of functional reading needs (e.g., menus).

    • Shows sociolinguistic awareness about different languages.

    • Desires to read more advanced texts as she matures.

  3. Jackie (Vietnamese-English):

    • Confident reader who is assertive in her understanding.

    • Easy to express herself as a reader, though she still navigates uncertainty about her bilingual abilities.

    • Contrasts her reading in Vietnamese and English, showing growth potential.

Discussion

  • DLLs demonstrate unique reading identities influenced by bilingual contexts.

  • Identifying connections between bilingualism and reading encourages positive identity formation.

  • Differences in individual reading identities highlight the complexity of DLL development.

Implications for Practice

  • Emphasize the development of reading identities in DLLs from an early stage:

    • Consider children’s perspectives and lived experiences in literacy instruction.

    • Engage children in discussions that validate their experiences in reading.

  • Recognize and celebrate the diversity in children’s pathways to developing their reading identities.

Limitations of the Study

  • Sample represents specific DLL contexts: further studies are needed for varied populations.

  • Home reading practices require more exploration for comprehensive understanding of identity formation.

Future Research Directions

  • Investigate the evolution of reading identities over time in DLLs.

  • Expand research to include more diverse linguistic populations beyond English-Spanish bilinguals.