Living in Simultaneous Worlds: Difference and Integration in Bilingual Script-learning
Living in Simultaneous Worlds: Difference and Integration in Bilingual Script-learning
复制标题
生活在同时的世界：双语文字学习的差异与整合
DOI：
10.1080/13670050408667800
复制
发表时间：
2004
期刊：
影响因子：
--
通讯作者：
C. Kenner
中科院分区：
文献类型：
--
作者：
C. Kenner
本文提出，在双语和两文环境中长大的幼儿，从根本上来说，可能不是作为独立的语言和文化实体来体验他们的世界，而是作为“同步的”来体验。这些数据来自一项对伦敦6岁儿童的研究，这些儿童正在学习用中文、阿拉伯语、西班牙语和英语写作。在能够区分他们的两种书写系统的同时，孩子们还寻求多种表现系统之间的联系。他们认为图形符号是“能指材料”，可以在不同的系统中改变意义。在创作文本时，孩子们有了更多的符号资源可供他们选择，以表现和构建他们作为作家的身份。本文探讨了儿童对图形表征的使用如何显示出他们既能保持差异又能实现整合。
This paper proposes that young children who are growing up in a bilingual and biliterate environment may, at a fundamental level, experience their worlds not as separate linguistic and cultural entities but as 'simultaneous'. The data comes from a study of 6-year-olds in London who were learning to write in Chinese, Arabic or Spanish as well as English. Whilst being able to differentiate between their two writing systems, the children also sought connections between multiple systems of representation. They saw graphic symbols as 'signifier material' which could transform in meaning across systems. When making a text, the children had an expanded range of semiotic resources from which they could choose in order to represent and construct their identities as writers. The paper discusses how children's use of graphic representation showed that they were able both to maintain difference and to achieve integration.