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 holistic approaches to reading and critical approaches to family literacy, the analysis centres on assessment sessions with two mother–child dyads whose children attended school in a relatively new migration setting. Primary data were drawn from four reading assessment sessions and audio-recordings over a 7-month period with each child, individual interviews and home visits with mothers, and field notes from research team members. The analysis examined linguistic patterns related to second-language approximations and code-switching in miscues and oral retellings. The analysis also includes coding of strategies and resources children used in their English and Spanish retelling of the same text, using their home language to retell the texts to their mothers. Findings illustrate that while children’s miscues may be shaped by their developing control of syntactic structures and new vocabulary, they draw from multiple language resources in English retellings, conveying their complex understandings of texts. We also found that the children negotiated translating and retelling for their parents in different ways, shaped by their family literacy practices. These involved co-construction of stories, a focus on accuracy and the paraphrasing and embellishing of stories and dialogue. Insights from this study highlight the complexity of pooled language resources in young children’s repertoires. Findings also document the situated nature of oral retelling at home, when parents engage children in the sharing and translating of English books in ways that align with existing roles, practices and goals. Implications for equitable literacy assessment in new migration contexts are discussed.
Even before COVID-19, literacy graduate coursework was increasingly offered online, replacing the traditional campus-based courses This study investigated how graduate literacy students perceive coursework in an online learning environment. This understanding is important because (a) student perceptions regarding online learning are critical to motivation and learning; and (b) faculty designing courses need to consider student voice in course development. This survey research queried literacy master’s degree candidates their perceptions prior to and after taking online classes, their confidence levels using technology, and about the technological tools that have impacted their learning. Results indicated initial perceptions of online learning changed positively after engagement in coursework, but course design influenced collaboration and engagement. Statistical significance was found in changes in initial perceptions of online learning to a more positive overall feelings toward online learning. The results of this study raise important considerations for implementing online coursework for literacy graduate students.
The use of video-based interactive annotation and analysis with time-attached comments and reflection are on the rise in teaching and learning. Although video technologies are becoming more affordable, video annotation tools require sophisticated integration of database management, metadata mapping and retrievability, user management, data privacy, and storage. These issues have contributed to the limited application of these tools in educational settings. To understand the teaching and learning possibilities of these video annotation tools, the researchers conducted a case study with a purposeful sample of faculty from interdisciplinary backgrounds. The study took an inductive approach through comparison of two video annotation systems, exploratory applications as different user roles, observations, usability tests, and pilots with in-service teachers.
Although quizzes and written summaries are more traditional ways to hold students accountable for reading, more than two thirds of college students report not completing assigned readings, references show. In this mixed-methods study, the researchers explored whether various technology strategies motivated undergraduate literacy education students to not only read, but also learn from these assigned texts. Collecting survey data from our literacy preparation courses, the authors examined how the students perceived these strategies.
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