Home Literacy Practices of Arabic-English Bilingual Families: Case Study of One Libyan American Preschooler and One Syrian American Preschooler
作者： Azusa Callaway
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摘要: HOME LITERACY PRACTICES OF ARABIC-ENGLISH BILINGUAL FAMILIES: CASE STUDY ONE LIBYAN AMERICAN PRESCHOOLER AND SYRIAN by Azusa Callaway Individual differences in early literacy skills can be attributed to children’s previous history of emergent experiences during their preschool years. The purpose this qualitative study was learn about the one Libyan American preschooler and Syrian how families support these bilingual homes. Through lens social theory learning (Lave & Wenger, 1991; 1998) sociocultural (Rogoff, 1990; Vygotsky, 1978), multi-case designed explore family practices with a naturalistic setting. questions guiding were: (1) How did texts, tools, technologies available two home settings impact child child? (2) What members provide for children as they developed settings? Data sources included demographic questionnaire, digital-recordings preschooler, audio-recorded in-depth interviews parents, visits, preschoolers’ writing samples, photographs activities, materials, environment. recorded were transcribed analyzed identify emerging themes. Both within-case analysis cross-case conducted. Findings revealed that preschoolers both use multimodal process such talking, drawing, singing, chanting, recitation, technologies, sociodramatic play daily experiences. parents are not concerned teaching specific skills; but naturally techniques keeping them on task questioning enhance oral language comprehension development. These families’ Americanized living mainstream group, English is frequently used among members. However, bilingualism religious enrich vary practices. significance resides importance getting know individual backgrounds better understand respect cultural literacy.
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