Published In

Journal of Early Childhood Literacy

Document Type

Post-Print

Publication Date

4-2019

Subjects

Bilingual education, Bilingualism in children, Storytelling, Language development -- Case studies, Interaction analysis in education

Abstract

Translanguaging through story documents the progression of an emerging bilingual preschooler who draws on his full linguistic repertoire to story his experiences with others. Over the course of the school year, Diego progresses in his ability to tell a complete story in both English and Spanish. Repeated engagement in storytelling provides the support needed for Diego to continue and extend ideas in his stories and in his drawing and play. The case shows how opening the space for children to use their full language repertoire enables a child to reciprocally develop named languages like English and Spanish as he improves at academic tasks like telling stories.

Description

This is the authors' accepted version of the following article: Flynn, E. E., Hoy, S. L., Lea, J. L., & García, M. A. (2019). Translanguaging through story: Empowering children to use their full language repertoire. Journal of Early Childhood Literacy. https://doi.org/10.1177/1468798419838569 which has been published in final form at https://doi.org/10.1177/1468798419838569. This article may be used for non-commercial purposes in accordance with the Sage Green Open Access policy

DOI

10.1177/1468798419838569

Persistent Identifier

https://archives.pdx.edu/ds/psu/28620

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