Detail Toward a balanced bilingual: A case study of a mother's role in facilitating her son's bilingual development prompted by joint book reading Bibliografi Author: Colvin, Carolyn (Advisor); Chang, Shu-I Topik: EDUCATION; BILINGUAL AND MULTICULTURAL|EDUCATION; EARLY CHILDHOOD|SOCIOLOGY; INDIVIDUAL AND FAMILY STUDIES Bahasa: (EN )    ISBN: 0-591-71589-9     Penerbit: THE UNIVERSITY OF IOWA     Tahun Terbit: 1997     Jenis: Theses - Dissertation Fulltext: 9819920.pdf (0.0B; 6 download) Abstract Current language research acknowledges that language development emerges from dynamic social interactions. Adults play an important role in assisting children's language learning process through these interactions. Researchers agree that joint book reading provides a social context in which language learning is supported by meaningful communications between adults and children. In this study, I describe the role I played in facilitating my son's bilingual language learning through joint book reading. As a parent-researcher, I used a case study design to observe and collect data regarding my son's bilingual development in English and Mandarin between the ages of seven months and 42 months. I analyzed field notes and transcripts of video tapes and audio tapes, in order to understand within and beyond the book-reading context, what role I played in my son's bilingual language learning and to document my son's response to my involvement in the learning process. The use of children's trade books written in English and in Mandarin became the focus for and setting of our language interactions. The results of my study may have implications for parents and child educators involved in bilingual settings. First, the violation of the rule of one-parent, one-language occasionally appeared to cause some conflict with language choice in daily communications between me and my son; however, he seemed to experience little confusion about the two languages. Second, the roles I played both as an observer and facilitator of my son's language learning provided insights into his language ability. In turn, I supported and extended his language learning in appropriate ways. Third, although my son would at times prefer using English or Mandarin in his everyday language, this rarely occurred during book reading. The book-reading activity allowed me a block of time to enhance my son's development in two languages. Fourth, I used 'talk' to assist my son in becoming independent in his bilingual language use. Finally, taking into account my son's active learning, I found it essential to offer appropriate support and allow him sufficient time and learning space to experiment with the process of learning two languages. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Lihat Sejarah Pengadaan  Konversi Metadata   Kembali

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