Play and Imitation: Multimodal Interaction and Second-Language Development in Preschool

Ledin, Per; Samuelsson, Robin

doi:10.1080/10749039.2016.1247868

Cited by 21 publications

(20 citation statements)

References 15 publications

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“…Both preschools supply children with artifacts for construction, drawing and writing, role-playing, etc. The various play activities and their affordances for L2 learning are too vast to fully explore here (see Ledin & Samuelsson, 2017, for more).…”

Section: Playmentioning

confidence: 99%

Environments for Imitation: Second-Language Use and Development Through Embodied Participation in Preschool Routine Activities

Samuelsson

2020

Journal of Research in Childhood Education

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This article examines how the environment and routines within preschools can support second language use and development. It suggests that certain imitable aspects common to Swedish preschools make the environment suitable for L2 use and development. Data build on a qualitative synthesis of two studies from which typical routine activities where children with Swedish as L2 participate are analyzed. It is suggested that properties of the preschool routine activities follow certain interactional patterns and build on imitable cultural scripts that can aid L2 use through embodied participation or nonverbal and verbal interaction. The settings are as such suitable for child participation and can afford L2 development. In children's play, the same cultural patterns and forms of language are used, making them an extension of some routine activities and an important arena to practice cultural knowledge with the developing L2.

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Section: Playmentioning

confidence: 99%

Environments for Imitation: Second-Language Use and Development Through Embodied Participation in Preschool Routine Activities

Samuelsson

2020

Journal of Research in Childhood Education

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“…Culture socially shapes play by providing language, learning frameworks and concepts(Ledin et al 2017). As Carr and Luken (2014) note playscapes are free flowing and induce fun and happiness, the pace and direction of the ideas-flow depends on time available, the degree of trust in participant relationships and the perceived risks involved in the service delivery.…”

mentioning

confidence: 99%

Play at work, learning and innovation

Kinder

Stenvall

Memon³

2018

Public Management Review

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Suggesting a virtuous triangle constituting public service innovation of new governances, innovation and learning, the paper examines how and why a particular mode of learning occurs: that of play. Having identified an absence of research literature on play as a catalyst for new ideas in public services, the paper argues that the diversified nature of public services and disciplinary intermixing offers fertile ground for playing with new service ideas. Our conception of play avoids functional interpretations, such as Amabile (1996) or individualising the results of play (Glynn 1994) and instead draws upon Vygotsky's (1934) social learning theory to conceptualise play as a group activity from which new ideas emerge and suggest a new framework for understanding purposive play at work and the contribution it can make to public service innovation.

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“…Carmen was teaching her daughter that her playful use of ICT had contributed to her digital literacy, which she had mostly acquired outside of formal classes. The concept of play has been identified as important to classroom learning (Sullivan & Wilson, 2015), including learning languages (Broner & Tarone, 2001;Cook, 1997;Ledin & Samuelsson, 2017). It therefore stands to reason that such playful behavior with ICT aids Carmen's ability to become more digitally literate.…”

Section: Rq2: Making Meaning During Ict-mediated Instruction Tasks (Dmentioning

confidence: 99%

“…It therefore stands to reason that such playful behavior with ICT aids Carmen's ability to become more digitally literate. Whereas Ledin and Samuelsson (2017) argued that play is based on tacit understandings between two people, and…”

Section: Rq2: Making Meaning During Ict-mediated Instruction Tasks (Dmentioning

confidence: 99%

“…Research literature and the participants' stories serve as a reminder that ICT users, especially younger ones, tend to use the technology for play and leisure (Ballesta et al, 2015;Bjorgen & Erstad, 2015), and playing is conducive to learning languages (Cook, 1997;Ledin & Samuelsson, 2017;Sullivan & Wilson, 2015). Therefore, literacy programs may do well to provide a more knowledgeable other, plus a time and place to learn by playing around.…”

Section: Implications For Parents Teachers and Administratorsmentioning

confidence: 99%

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Bilingual families and information and communication technology at home

Brockbank¹

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Students learning English at school and another language at home comprise a rapidly growing segment of U.S. student populations. Language learners can benefit from using technology, but do not always use it advantageously (Katz & Gonzalez, 2016). Many studies address technology's scholastic use, but few investigate how bilinguals use digital technology at home (Hinostroza, Matamala, Labbé, Claro, & Cabello, 2015), or what it means to them (Toboso-Martin, 2013). This qualitative multiple-case study focuses on the intersection between bilinguals, intergenerational learning, and digital technology. Specifically, it studies how bilingual, Hispanic family members interact around information and communication technology (ICT), and their attitudes toward ICT. Language patterns emerged during paired ICT use. Data were gathered from six Hispanic, bilingual families in the Midwestern U.S. through interviews, observation, and tasks where intergenerational pairs were asked to teach each other about ICT. This study adds to the literature on bilingualism, digital literacy, sociocultural theory, and intergenerational learning. Findings included parental ICT policies of vigilance, access, and trust. Findings support arguments that the digital divide persists as digital literacy. ICT both impeded and promoted intergenerational learning. Findings shed light on bilinguals' contextualized linguistic needs, and echoed Vygotsky's writings on gesture, internalized speech, and serial thought processing. English dominated as the language of ICT, but participants used Spanish and English to contextualize problems and negotiate meaning. Findings affirmed factors affecting the quality of ICT use. The author argues that v Grosjean's Complementarity Principle can be applied to digital literacy. Implications for parents, teachers, and researchers are given.

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Play and Imitation: Multimodal Interaction and Second-Language Development in Preschool

Cited by 21 publications

References 15 publications

Environments for Imitation: Second-Language Use and Development Through Embodied Participation in Preschool Routine Activities

Environments for Imitation: Second-Language Use and Development Through Embodied Participation in Preschool Routine Activities

Play at work, learning and innovation

Bilingual families and information and communication technology at home

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