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This study was designed to investigate the development of a 5-year-old child's language and literacy development in English and Chinese within a 10-week tutoring context where the primary materials were wordless picture books. Storytelling in English and Chinese were the primary activities in each session. Extended activities included labeling, sen...
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Context 1
... example, Chaochao used two Chinese characters to tell about a picture on one page in the first week and as many as 49 words for one page in the last week. After counting English words, Chinese characters, and sentence length, we averaged the number of words and char- acters that she used per picture in telling her stories during the 10 weeks (see Figures 1 and 2). Three major findings are evident. ...
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Purpose
To determine evidence of concurrent and predictive criterion validity of the Communication Screening Instrument for children aged 0 to 36 months (IRC-36).
Methods
78 parents/guardians of children who attend the childcare service of the Family Health Centers participated in the research, in addition to 33 children aged between 0 and 36 mont...
Purpose
To determine evidence of concurrent and predictive criterion validity of the Communication Screening Instrument for children aged 0 to 36 months (IRC-36).
Methods
78 parents/guardians of children who attend the childcare service of the Family Health Centers participated in the research, in addition to 33 children aged between 0 and 36 mont...
Citations
... With engaging illustrations and simple language structure, picture books can be a valuable resource for ELLs navigating their new environment. Picture books provide language input and opportunities to practice language skills, and studies have shown that picture books can enhance ELLs' vocabulary, grammar, and syntax development (Hadaway & Mundy, 1999;Honaker & Miller, 2024;Hu & Commeyras, 2008;Novasyari, 2019;Shin & Brenna, 2018). Through exposure to rich and diverse language in picture books, children can improve their language skills and gain confidence in their ability to communicate effectively in English. ...
This article examines major themes in 24 contemporary Canadian picture books to identify their potential to sup- port children who are newcomers to Canada. Transition to a new country can be challenging for children and picture books are an effective tool for supporting their cultural and often linguistic transition. Through multimodal content analysis, the authors identify major themes that emerge from the visual and textual data in the books. Analysis identified prevailing themes related to family, food, multiculturalism, and geographic information. Each theme offers valuable insights into the di- verse perspectives represented in the texts, providing a foundation for meaningful pedagogical applications for immigrant and newcomer children.
... With engaging illustrations and simple language structure, picture books can be a valuable resource for ELLs navigating their new environment. Picture books provide language input and opportunities to practice language skills, and studies have shown that picture books can enhance ELLs' vocabulary, grammar, and syntax development (Hadaway & Mundy, 1999;Honaker & Miller, 2024;Hu & Commeyras, 2008;Novasyari, 2019;Shin & Brenna, 2018). Through exposure to rich and diverse language in picture books, children can improve their language skills and gain confidence in their ability to communicate effectively in English. ...
This article examines major themes in 24 contemporary Canadian picture books to identify their potential to support children who are newcomers to Canada. Transition to a new country can be challenging for children and picture books are an effective tool for supporting their cultural and often linguistic transition. Through multimodal content analysis, the authors identify major themes that emerge from the visual and textual data in the books. Analysis identified prevailing themes related to family, food, multiculturalism, and geographic information. Each theme offers valuable insights into the diverse perspectives represented in the texts, providing a foundation for meaningful pedagogical applications for immigrant and newcomer children.
... Picture books are essential tools for developing children's emergent literacy (Fears & Lockman, 2020;Hu & Commeyras, 2008;Wang, 2022). Reading picture books can help satisfy children's imagination of the world, meet their desires for exploring the unknown and establish their cultural identities (Takacs & Bus, 2018;Yamaji et al., 2020). ...
Augmented reality (AR) technology can enhance picture book reading experience. The present study aimed to explore the influence of reading AR picture books on primary school students’ reading comprehension, story retelling, and reading motivation. Eighty second graders, who were from two classes at a rural primary school in a coastal city in East China, were recruited through convenience sampling to participate in this quasi-experimental study. The two classes were randomly assigned to be either the experimental group (AR picture book reading) or control group (print picture book reading), and both groups read three traditional Chinese picture books during reading classes throughout three weeks. T-test analyses revealed that, before the study began, the two groups did not have significant differences in reading comprehension, story retelling, or reading motivation. However, after the three weeks of instructional intervention, the experimental group significantly outperformed the control group in all three aspects. Furthermore, MANCOVA analysis showed that reading AR picture books was more effective in boosting participants’ performance on implicit questions during the reading comprehension tests. They also performed significantly higher on story retelling tests, especially when it came to story structures regarding settings and plots. In addition, AR picture book reading was more conducive to improving participants’ level of attention and confidence in reading. This work adds to the ongoing endeavors in incorporating AR picture books into classroom settings, and will inform future development of original Chinese picture books with AR technology.
... Anderson et al. (2002) initially explored Chinese children classroom shared reading in mainland China and Taiwan. Studies followed with Chinese populations in shared book reading focus on heritage maintenance (e.g., Koda et al., 2008;Li, 2006;Li & Fleer, 2015;Li & Tan, 2016), bilingual language learning (e.g., Hu & Commeyras, 2008;Hu et al., 2018;Kuo & Kim, 2014;Pu, 2008) or Chinese as English language learners (e.g., Han & Ernst-Slavit, 1999;Li et al., 2012;Li et al., 2018;Townsend & Fu, 1998;Wan, 2000;author, 2021). Chow and colleagues (2003Chow and colleagues ( , 2008Chow and colleagues ( , 2010 recruited parents of Hong Kong preschoolers and provided brief training in reading Chinese books (Chow et al., 2003(Chow et al., , 2008 and English books (Chow et al., 2010). ...
... Additionally, Li (2006Li ( , 2007 conducted case studies with first graders in Canadian schools and found that these Chinese Canadian's language experiences (English, Mandarin, and Cantonese) varied greatly and were deeply influenced by their parents' values and school factors. Other research studies with Chinese students included a focus on either heritage maintenance (e.g., Li, 2006) or young Chinese children as English language learners (e.g., Hu & Commeyras, 2008). A few research studies conducted in the U.S. involved preschool-aged children bilinguals (e.g., Beschorner & Hutchison, 2016;Kenner et al., 2004;Lever & Sénéchal, 2011), but these studies did not focus on emergent biliteracy or bilingual development of the children. ...
... Research has demonstrated that the bilingual children may read a text in one language and discuss in another and thus, mediate their comprehension (Hamman, 2018;Kabuto & Velasco, 2016;Martinez, Penner-Williams, Herrera, & Rodriguez, 2011). Other scholars have demonstrated the role of translanguaging in refining meaning and supporting heritage languages (Song, 2016); development of phonological awareness and increased vocabulary, (Hu & Commeyras, 2008); and knowledge transfer between languages (Rodríguez-Valls, 2011). Although studies have suggested that emergent bilinguals gain from their linguistic and cultural wealth from their communities, there is a dearth of research on the process of reading/developing biliteracy in early years from home reading practices, particularly for young Chinese/English bilingual children. ...
This is a qualitative case study that explores conversational interactions during book-reading practices in a Mandarin-speaking Chinese American family between the mother and her two young children. The study employs a sociocultural lens and the concept of translanguaging to describe the characteristics of interactional practices during book readings in a bilingual family with young children. Through discourse analysis of the book reading interactions, we found that translanguaging acted as a bridge to comprehension and served as a window to mental imagery that allowed participants to refine their understanding of the texts. We draw implications for teachers working with emergent bilingual children, particularly on the role of heritage languages in promoting biliteracy development in young emerging bilingual children.
... Teachers can use any language, or combination of languages, to accommodate the language development level of the children in their classrooms. Moreover, irrespective of their developmental level in any given language, the preschoolers can use the pictures to create meaning, follow the sequence of events, and develop a storyline (Hu and Commeyras, 2008;Jalongo et al., 2002;Serafini, 2014). In addition, the use of pictures to create meaning encourages the development of key comprehension skills, such as making inferences and predictions (Collins and Glover, 2015). ...
Teachers’ sharing of picture books is a quintessential activity in early childhood classrooms, and has been found to be predictive of children’s language and literacy skill development. Although most research, to date, has focused on the manner in which preschool teachers share text-based books with their students, recent work has recommended that teachers include wordless books as part of their classroom book sharing routines. Yet, little is known about how the absence of text might influence teachers’ discourse styles. The present study, thus, explored the discourse styles used by preschool teachers of Latino dual-language learners when sharing both text-based and wordless picture books with their class. Results showed that, while there were common features across both book types, when sharing wordless books teachers tended to adopt a more co-constructive style, by asking questions and supporting children’s participation in the sharing of the story. At the same time, they were more likely to elicit predictions and analyses from the children. The findings highlight the importance of including wordless books in preschool classroom book sharing interactions, especially in classrooms serving dual-language learners.
... A myriad of research highlights the significant role of family support in promoting CHL development in western countries [3][4][5][6]15]. In the same vein, researchers explored the dynamics of family support of CHL development in the United States [30,31] and described the bilingual competence (Chinese-English) among Chinese young children in the domestic sphere [4,[32][33][34]. Both quantitative [35] and qualitative studies [27,36,37] constructed a positive link between family support and CHL proficiency. ...
... For that reason, it is one of the most common strategies used in developing biliteracy among kids. Storytelling can be used with picture books for labeling, sentence making, and work on invented spelling (Hu & Commeyras, 2008). Also in some cases, it is necessary to work on one-on-one assistance as the kids need it to guarantee the comprehension of the story (Huerta, 2010; Lucero, 2010). ...
... In terms of negative effects, it can be said that the writing system sometimes is not as easy to work with. For instance, the letter-sound correspondence it is not as exact as people will expect, for example, the /th/ sound does not exist in some languages, making more difficult to relate the sound with students' background knowledge (Hu & Commeyras, 2008). Besides, it also makes difficult the decoding process, since students sometimes needs to learn a complete whole set of sounds and characters correspondence (Nakamura et al., 2014). ...
This article describes the qualitative research findings with the objective of identifying the strategies implemented in the different educational levels (preschool, primary, high school, and, higher education) in order to develop biliteracy. A systematic literature review was carried out, by means of a search strategy rigorously defined. It aims to describe and evaluate the strategies used. The sample consisted of 122 publications, produced between 2007 and 2017. The results obtained allowed to identify the advances in terms of strategies regarding biliteracy in preschool, primary, high school and university, also it showed that some strategies are used in more than one educational level. Besides, some proposals are mentioned, to modify the institution curriculum. In addition, some advantages and disadvantages are established regarding the implementation of the strategies used to work on biliteracy in the target levels. Based on this, the state of the subject is discussed, and a projection is also generated regarding the needs of the field.
... Biliteracy or dual literacy refers to the capacity of an individual to read and write in two languages, whereas bilingualism occurs when an individual has high oral proficiency in both languages. Although the literacy development of bilingual students in their new language is well documented in research literature, a relatively small number of studies explored the biliteracy of young children in the United States (Bauer, 2000;Bauer, 2009;Hu & Commeyras, 2008). ...
The overall purpose of this case study is to examine biliteracy and its effects on a young child's orthographic and writing growth. The analysis of the kindergartener's spelling development and compositional growth in reference to both language systems indicates that biliteracy had a positive effect on the student's acquisition of English orthography and fostered a well-balanced development of composition skills in both languages. The article provides suggestions that promote biliteracy in both the classroom and home settings and encourages teachers to engage in instructional practices that value linguistic diversity. Online resources for classroom practice are also included.
... In addition to China, there are three other areas: Hong Kong, Singapore, Taiwan where Mandarin is considered to be one of the main / official languages. Along with the development of the era, Chinese has become popular in Indonesia, as evidenced by the policy issued of the Ministry of Education (Feng, 2009;Hu & Commeyras, 2008). Based on statistical data documented by Wen and Hu (2007), a large number of students studying mandarin languages have been expanding at all levels of education including elementary, secondary, and university levels. ...
