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Intertextuality in preschoolers' engagement with popular culture: implications for literacy development

机译：学龄前儿童与大众文化互动中的互文性：对读写能力发展的影响

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Research has demonstrated that popular culture often finds its way into classroom discourse, generally in the form of intertextual references that students make. As some scholars have shown, such allusions are often ignored. Even if they are validated, this does not happen in a systematic way that would exploit their full potential as a learning scaffold. This is partly because most teachers are unaware of the nature of students' engagement with popular culture. Drawing on data gathered in an ethnographic study of home literacy practices of five preschool boys in Singapore, we would like to offer insight into these boys' engagement with popular cultural texts. The boys were observed for 30 hours each over nine months in their homes. Data were gathered using a variety of instruments, namely field notes, literacy diaries, photographs and audiovisual recordings. Using the analytic lens of intertextuality, we demonstrate how engagement with popular cultural texts provided these boys with prior textual experience, and served as a stimulus not only to access more texts but to be involved in the creation of novel texts. We also discuss pedagogical implications, encouraging educators to harness popular culture as a platform for fostering literacy development in schools.
机译：研究表明，流行文化通常以学生使用的互文参考形式进入课堂话语。正如一些学者所表明的那样，这种典故常常被忽略。即使它们得到了验证，也不会以系统的方式发生，从而无法充分发挥其作为学习支架的潜力。部分原因是大多数教师不了解学生与大众文化互动的本质。我们利用对五个新加坡学龄前男孩家庭识字实践的人种学研究收集的数据，来提供对这些男孩参与流行文化教科书的见解。在他们的家中，每个男孩在九个月内被观察了30个小时。数据是使用多种工具收集的，即现场笔记，扫盲日记，照片和视听记录。使用互文性的分析视角，我们证明了与流行文化文本的互动如何为这些男孩提供了先前的文本经验，并且不仅刺激了他们访问更多文本，而且还参与了新颖文本的创作。我们还将讨论教学法上的意义，鼓励教育工作者利用大众文化作为促进学校扫盲发展的平台。

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