Becoming Biliterate: Young Children Learning Different Writing Systems
Becoming Biliterate: Young Children Learning Different Writing Systems
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成为双文盲：幼儿学习不同的书写系统
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发表时间：
2004
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通讯作者：
C. Kenner
中科院分区：
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作者：
C. Kenner
本书将帮助早期教育工作者了解儿童如何并行学习使用多种语言进行写作。对双语成长的六岁儿童的案例研究揭示了成为双语的过程，并展示了儿童的学习如何在家庭和社区环境中得到支持。该研究指出了支持早期识字成绩的方法。这本书借鉴了伦敦教育学院查米安·肯纳 (Charmian Kenner) 于 2000 年至 2002 年期间与冈瑟·克雷斯 (Gunther Kress)、阿拉伯语顾问哈亚特·哈提卜 (Hayat Al-Khatib) 以及中国顾问格温·郭 (Gwen Kwok)、罗伊·金 (Roy Kam) 和关俊 (Kuan-Chun Tsai) 合作进行的名为“差异的迹象”(Signs of Difference) 的研究项目。我们观察到六名儿童在一年多的时间里在家里、社区语言学校和小学参加识字活动，学习中文、阿拉伯语、西班牙语和英语。家长和老师接受了采访，了解儿童在每种情况下的识字经历以及学习进展。通过观察同伴教学，孩子们教他们的小学生如何用中文、阿拉伯语或西班牙语写作，对儿童的思维有了特别的了解。 由于对双语能力的研究如此之少，这本书就显得尤为重要。尽管教师们认识到双语经验可能是有益的，但他们对此知之甚少。所以他们担心孩子们会因为处理多种书写系统而感到困惑，或者怀疑社区语言学校使用的教学方法是否正确。这里描述的研究清楚地表明，幼儿是灵活的学习者，他们可以对各种教学风格做出反应，并且可以理解不同的书写系统如何运作并在不同的文字中产生符号。它展示了他们如何接受老师、家长和兄弟姐妹提供的意见，并将其转化为自己关于写作如何运作的想法。“成为双语”适合早期教育工作者和教师教育工作者，也将使本科生和硕士生对语言和教育感兴趣。”
This book will help early years educators to understand how children learn, in parallel, to write in more than one language. Case studies of six-year-olds growing up bilingual reveal the processes involved in becoming biliterate and show how children s learning is supported in home and community contexts. The research points to approaches to supporting literacy achievement in early years settings.The book draws on the research project called Signs of Difference, conducted by Charmian Kenner at the London Institute of Education from 2000-2002 in collaboration with Gunther Kress, Arabic adviser Hayat Al-Khatib, and Chinese advisers Gwen Kwok, Roy Kam and Kuan-Chun Tsai. Six children were observed learning Chinese, or Arabic, or Spanish as well as English as they engaged in literacy activities at home, community language school and primary school over one year. Parents and teachers were interviewed about children s literacy experiences in each context and their progress in learning. Particular insight into children s thinking was gained by observing peer teaching sessions in which children taught their primary school classmates how to write in Chinese, Arabic or Spanish.With so little research on biliteracy, this book is particularly important. Although teachers are recognising that bilingual experience can be beneficial, they know little about it. So they worry lest children be confused by dealing with more than one writing system, or wonder whether teaching methodologies used at community language school are correct . The research described here shows clearly that young children are flexible learners who can respond to a range of teaching styles and can understand how different writing systems operate and produce symbols in different scripts. It shows how they take the input offered by teachers, parents and siblings and transform it to create their own ideas about how writing works.Becoming Biliterate is for early years educators and teacher educators and will also interest undergraduates and MA students in language and education."