Making Sense of Writing: Infants’ Experiences in a Multilingual Day Care Centers in Luxembourg

$0.00

Claudine Kirsch, PhD  and Valérie Kemp, MA
Department of Humanities, University of Luxembourg, Luxembourg

Part of the Book: Multilingual Early Childhood Education: Modern Approaches and Research
Chapter DOI: 10.52305/XYLP7011

Abstract

Literacy holds a privileged place in early childhood education (ECE) as preliteracy skills are strong predictors of literacy skills which, in turn, influence academic achievement. To develop literacy, children need rich, meaningful, and varied print experiences at home and in ECE institutions. To this effect, ECE professionals have been shown to offer children opportunities to work on their oral skills, alphabet knowledge, print awareness, and phonological awareness. While some studies have investigated early reading experiences, fewer studies have reported on young children’s writing experiences and literacy experiences in multiple languages. The present chapter from the project Collaboration with parents and multiliteracies in ECE presents the print experiences of emergent multilingual three-year-olds in three day care centers in Luxembourg. Our observations over the academic year 2020/21 showed that the educators provided children with literacy experiences in multiple languages, but that the space given to writing as well as the types of activities differed significantly across the settings. This was largely due to the differing approaches to literacy (social practice and autonomous model) and different underlying learning theories (social constructivist, behaviorist, maturationist). As a result, some children learned to make meaning of signs and express themselves in new ways in naturally occurring situations with the support of adults, while others learned about letter-sound correspondences in more technical ways which seemed removed from their experiences. The chapter concludes with a call for a social practice view of literacy in ECE settings.

Keywords: literacy, multilingualism, non-formal education


References

Axelrod, Y. (2017). “Ganchulinas” and “Rainbowli” colors: Young multilingual children play with language in Head Start Classroom. Early Childhood Education Journal, 45(1), 103–110. https://doi.org/10.1007/s10643-014-0631-z.

Bialystok, E. (2002). Acquisition of literacy in bilingual children: A framework for research. Language Learning, 52(1), 159–199.

Clay, M.M. (1975). What did I write? Auckland: Heinemann.

Cope, B., & Kalantzis, M. (2009). ‘Multiliteracies’: New Literacies, New Learning. Pedagogies: An International Journal, 4(3), 164-195.

Dyson, A. H. (1991). The word and the world: Reconceptualising written language development or Do Rainbows Mean a Lot to Little Girls? Research in the Teaching of English, 25, 97–123.

García, O., & Otheguy, R. (2019). Plurilingualism and translanguaging: commonalities and divergences. International Journal of Bilingual Education and Bilingualism, 23(1), 17–35. doi:10.1080/13670050.2019.
1598932

Gerde, H. K., Bingham, G. E., & Pendergast, M. L. (2015). Reliability and validity of the writing resources and interactions in teaching environments (WRITE) for preschool classrooms. Early Childhood Research Quarterly, 31, 34–46.

Gesell, A. (1940). The first five years of life. New York: Harper & Brothers Publishers.

Gort, M., & Sembiante, S. F. (2015). Navigating hybridized language learning spaces through translanguaging pedagogy: Dual language preschool teachers’ languaging practices in support of emergent bilingual children’s performance of academic discourse. International Multidisciplinary Research Journal, 9(1),7–25. https://doi.org/10.1080/19313152.2014.
981775
.

Hall, A. H., Gao, Q., Guo, Y., & Xie, Y. (2023). Examining the effects of kindergarten writing instruction on emergent literacy skills: a systematic review of the literature. Early Child Development and Care, 193(3), 334-346. doi:10.1080/03004430.2022.2090932.

Kirsch, C., & Bergeron-Morin, L. (2023). Educators, parents and children engaging in literacy activities in multiple languages: en exploratory study. International Journal of Multilingualism. doi:10.1080/14790718.2023.
2195658.

Martinez-Alvarez, P., & Ghiso, M. P. (2014). Multilingual, multimodal compositions in technology-medicated hybrid spaces. In R. S. Anderson & C. Mims (Eds.), Handbook of research on digital tools for writing instruction in k-12 settings. Hershey: Information Science Reference.

Michel, M. C.., & Kuiken, F. (2014). Language at preschool in Europe: Early years professionals in the spotlight. European Journal of Applied Linguistics, 2(1), 1–26. https://doi.org/10.1515/eujal-2014-0005.

Ministère de l’Éducation nationale, de l’Enfance et de la Jeunesse & Service National de la Jeunesse, Luxembourg (MENJE) et Service National de la Jeunesse (SNJ). (2021). Cadre de référence national sur l’éducation non formelle des enfants et des jeunes. Luxembourg.

Ouellette, G., & Sénéchal, M. (2017). Invented spelling in kindergarten as a predictor of reading and spelling in grade 1: A new pathway to literacy, or just the same road, less known? Developmental Psychology, 53(1), 77–88.

Pacheco, M. B., & Miller, M. E. (2016). Making meaning through translanguaging in the literacy classroom. The Reading Teacher, 69, 533–537.

Piasta, S. B. (2016). Current Understandings of What Works to Support the Development of Emergent Literacy in Early Childhood Classrooms. Child Development Perspectives, 10(4), 234–239. doi:10.1111/cdep.12188.

Ramirez, R., Huang, B. H., Palomin, A., & McCarty, L. (2021). Teachers and language outcomes of young bilinguals: A scoping review. Language, Speech, and Hearing Services in Schools, 52(2), 755–768. https://doi.org/10.1044/2020_LSHSS-20-00066.

Rowe, D. W. (2018). The Unrealized Promise of Emergent Writing: Reimagining the Way Forward for Early Writing Instruction. Language Arts, 95(4), 229 – 241. https://www.jstor.org/stable/44809962.

Rowe, D. W., Yoshiko Shimizu, A., & Davis, Z. G. (2021). Essential Practices for Engaging Young Children as Writers: Lessons from Expert Early Writing Teachers. The Reading Teacher, 75(4), 485-494. doi:10.1002/trtr.2066.

Sanders-Smith, S. C. & Dávila, L. T. (2019). Progressive practice and translanguaging: Supporting multilingualism in a Hong Kong preschool. Bilingual Research Journal, 42(3), 275–290. https://doi.org/10.1080/15235882.2019.1624281.

Sembiante, S. F., Restrepo-Widney, C., Bengochea, A. & Gort, M. (2023) Sustainable translanguaging pedagogy in support of the vulnerable language: honoring children’s ways of ‘Showing’ and ‘Telling’ in an early childhood dual language bilingual education program, International Journal of Bilingual Education and Bilingualism, 26(8), 928–942. doi.org/10.1080/13670050.2022.2161814.

Service National de la Jeunesse (SNJ) (2023). La diversité linguistique des jeunes enfants et les pratiques langagières au sein des familles au Luxembourg. https://www.enfancejeunesse.lu/fr/documents/la-diversite-linguistique-des-jeunes-enfants-et-les-pratiques-langagieres-au-sein-des-familles-au-luxembourg.

Skibbe, L. E., Hindman, S. W., Aram, A. H., & Morrison, F. J. (2013). Longitudinal relations between parental writing support and preschoolers’ language and literacy skills. Reading Research Quarterly, 48(4), 387–401. https://doi.org/10.1002/rrq.55.

Sulzby, E. (1985). Kindergarteners as writers and readers. In M. Farr (Ed.), Advances in writing research: children’s early writing (Vol. 1, pp. 127–200). Norwood: Ablex.

Sulzby, E., & Teale, W. H. (1985). Writing Development in Early Childhood. Educational Horizons. https://www.researchgate.net/publication/
234605089_Writing_Development_in_Early_Childhood
.

Street, B. V. (1995). Social approaches to literacy in development, ethnography and education. New York: Routledge.

Teale, W. H., & Sulzby, E. (1986). Emergent literacy as a perspective for examining how young children become writers and readers. In W. H. Teale & E. Sulzby (Eds.), Emergent literacy: writing and reading (pp. vii–xxv). Norwood: Ablex.

Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Edited by M. Cole & S. Scribner. Cambridge, MA: Harvard University Press.

Weadman, T., Serry, T., & Snow, P. C. (2022). The Oral Language and Emergent Literacy Skills of Preschoolers: Early Childhood Teachers’ Self-Reported Role, Knowledge, and Confidence. doi:10.1111/1460-6984.12777.

Whitehurst, G. J., & Lonigan, C. J. (1998). Child Development and Emergent Literacy. Child Development, 69(3), 848 – 872.

Whitehurst, G. J., Falco, F. L., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C., & Caulfield, M. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24, 552–558.

Category:

Publish with Nova Science Publishers

We publish over 800 titles annually by leading researchers from around the world. Submit a Book Proposal Now!