Magda and Albana: Learning to Read with Dual Language Books

Sneddon, Raymonde

doi:10.2167/le741.0

Cited by 26 publications

(25 citation statements)

References 10 publications

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“…By developing the families' first language and valuing their cultural practices, while adding a second language, the programme reflects an additive bilingualism orientation (Cummins et al, 2006). This finding supports Sneddon's (2008) conclusion that English-speaking facilitators can provide this type of learning opportunity without sharing the first language of the participating families, providing, of course, translation and bilingual materials are available.…”

Section: Discussionsupporting

confidence: 83%

Culturally appropriate pedagogy in a bilingual family literacy programme

2014

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Researchers have documented bilingual family literacy programmes in terms of their structure and programming as well as their effect on children's language and literacy development and parents' ability to support such development within the home. What is missing from the discussion is a description of how facilitators mediate understanding within the programme. The purpose of this article is to describe how facilitators working with Karen and Iranian families mediated parents' understanding of the key concepts within the parent-only segment of a bilingual family literacy programme for immigrant and refugee families in western Canada. Drawing principally from observational field notes at two sites of the programme, we describe the activities and instruction that took place during the introduction to the session, Rhythm, Raps and Rhymes. Supporting data were drawn from a larger 3-year study. Our findings indicate that the facilitators at both sites mediated the parents' understanding of the benefits of rhythm and rhyme to early literacy by using culturally familiar and relevant content delivered in both the first language of the community and in English, and by drawing from culturally familiar pedagogical practices. Results of this study have implications for the delivery of family literacy programmes within culturally diverse communities.

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Section: Discussionsupporting

confidence: 83%

Culturally appropriate pedagogy in a bilingual family literacy programme

2014

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“…Seeing more than one written language alongside each other also facilitates comparison between linguistic structures. For example, Edwards et al (2000) and Sneddon (2008) show how reading and writing dual-language stories stimulates metalinguistic awareness.…”

Section: Literacy As An Aid To Learningmentioning

confidence: 99%

Transliteration as a bridge to learning for bilingual children

Al-Azami¹,

Kenner²,

Ruby³

et al. 2010

International Journal of Bilingual Education and Bilingualism

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This paper examines how transliteration can be used as a bridge to learning for children who are studying more than one script. The focus is on second and third generation British Bangladeshi children aged seven to eleven, attending London primary schools and learning to write in Bengali at community-run after-school classes. An action research project explored how Bengali could be used as well as English to enhance learning at mainstream school. Transliteration of Bengali into Roman script was found to aid this process in the following ways: as a communicative bridge between children, parents and teachers; as a conceptual bridge, promoting reflection on meanings and metalinguistic awareness; as a bridge to the Bengali script itself, mediating between oral and written representation; and as a bridge to new learner identities, enabling expression of ideas and building children's confidence as bilingual writers.

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“…Dual-language e-books with appropriate multimedia features that support bilingual children's emergent literacy skills can be implemented in bilingual education programs in many countries. Previous studies suggest that shared reading between mother and child using traditional dual-language print books appears to have a positive effect on children's metalinguistic awareness, graphophonemic skills and knowledge, and literacy skills (e.g., Robertson, 2006;Sneddon, 2008aSneddon, , 2008b. However, even with shared reading, it might be challenging for children to develop orthographic or print-specific skills if the shared reading process predominantly focuses on the nonprint aspects of the book (e.g., illustrations, nouns, story content) without additional explicit references to print (Evans & Saint-Aubin, 2005;Justice et al, 2005;Roy-Charland, Saint-Aubin, & Evans, 2007).…”

Section: Discussionmentioning

confidence: 99%

Computerized Electronic Features Direct Children’s Attention to Print in Single- and Dual-Language e-Books

Yow

Priyashri

2019

AERA Open

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There has been a rapid proliferation of electronic books in recent years. Given that dual-language books may impose extra cognitive load on children’s information processing capacity, we investigated whether multimedia features in e-books (i.e., audio narration and tracking animation) were effective in directing preschoolers’ attention to print in the target language. Seventy-one English-and-Mandarin speaking 4- to 6-year-olds were presented with single-language and dual-language e-books (with and without enhancing features) on a computer fitted with an eye tracker to read independently. Children attended more to their dominant language text than the other when reading dual-language texts silently but comparably in single-language texts. Most importantly, enhancing electronic features with synchronized dual-channel (visual and audio) inputs and attention-guiding cues effectively directed children’s attention to print in both their dominant and nondominant languages. These findings provide important implications on how computerized electronic books affect children’s attention to print and in turn support the development of children’s emergent literacy.

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Magda and Albana: Learning to Read with Dual Language Books

Cited by 26 publications

References 10 publications

Culturally appropriate pedagogy in a bilingual family literacy programme

Culturally appropriate pedagogy in a bilingual family literacy programme

Transliteration as a bridge to learning for bilingual children

Computerized Electronic Features Direct Children’s Attention to Print in Single- and Dual-Language e-Books

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