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English language learning kindergartners' dynamic responses to picturebook reading.

机译：英语学习幼儿园的学生对图画书阅读的动态反应。

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This study explores the nature of English language learning by kindergartners as they engage in multimodal literacy practices in response to picturebook readings in a mainstream classroom. Three focal Spanish-speaking kindergartners and their classroom teacher took part in this study. Data were collected daily for four months in a half-day morning kindergarten program. The participants' verbal and nonverbal classroom interactions during picturebook readings were coded and analyzed to characterize the nature of ELL kindergartners' multimodal responses to picturebook readings. Findings indicate that the classroom instruction did not fully address the differences in the focal children's levels of English language proficiency. Further, the use of various modes of expression by individual children for meaning-making received limited support in terms of language development and literacy learning.

机译：这项研究探索了幼儿园的英语学习的本质，因为他们在主流教室里对图画书的阅读做出反应，从事多模式识字实践。这项研究由三位讲西班牙语的重点幼儿园和他们的课堂老师参加。在一个为期半天的早间幼儿园计划中，每天收集四个月的数据。参与者对图画书阅读过程中的言语和非语言课堂互动进行了编码和分析，以表征ELL幼儿园的学生对图画书阅读的多模式反应的性质。结果表明，课堂教学并未完全解决重点儿童英语水平方面的差异。此外，在语言发展和识字学习方面，个别儿童使用各种表达方式进行含义的获得的支持有限。

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作者
Yi, Jiyoung.;
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作者单位

Purdue University.;

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授予单位 Purdue University.;
学科 English as a second language.;Early childhood education.;Reading instruction.;Linguistics.
学位 Ph.D.
年度 2015
页码 390 p.
总页数 390
原文格式 PDF
正文语种 eng
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English language learning kindergartners' dynamic responses to picturebook reading.

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