東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Exploring Multiple Literacies and Id...

Zhang, Yan.

FindBook

Google Book

Amazon

博客來

Exploring Multiple Literacies and Identities of Children in a Mandarin-English Bilingual Program.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring Multiple Literacies and Identities of Children in a Mandarin-English Bilingual Program./
作者:	Zhang, Yan.
面頁冊數:	218 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-04(E), Section: A.
Contained By:	Dissertation Abstracts International75-04A(E).
標題:	Bilingual education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR96784
ISBN:	9780494967843

Exploring Multiple Literacies and Identities of Children in a Mandarin-English Bilingual Program.
Zhang, Yan.

Exploring Multiple Literacies and Identities of Children in a Mandarin-English Bilingual Program. - 218 p.

Source: Dissertation Abstracts International, Volume: 75-04(E), Section: A.

Thesis (Ph.D.)--University of Calgary (Canada), 2013.

This item must not be sold to any third party vendors.

In Canadian schools, languages other than English and French are offered, such as Chinese, Spanish, German, and others. In order to help students in these programs develop to their fullest potentials, more research is necessary to explore the realities regarding students' construction of identifications through multiple languages and literacies. Most previous studies on multilingual children's literacies and identities have viewed literacy as a product and identity as an essential part of self associated with dimensions of culture, ethnicity, nationality, gender, religion, race, and generation. Little attention has been paid to the dynamic processes within children's multiple literacy practices and the proliferation of cultural flows, modes of belonging, and new practices of citizenship that mobilize minds and bodies with identifications beyond nation-states.

ISBN: 9780494967843Subjects--Topical Terms:

2122778
Bilingual education.

Exploring Multiple Literacies and Identities of Children in a Mandarin-English Bilingual Program.
LDR:03797nmm a2200349 4500 001 2059172
005 20150724093956.5
008 170521s2013 ||||||||||||||||| ||eng d
020 $a 9780494967843
035 $a (MiAaPQ)AAINR96784
035 $a AAINR96784
040 $a MiAaPQ $c MiAaPQ
100 1 $a Zhang, Yan. $3 1035418
245 1 0 $a Exploring Multiple Literacies and Identities of Children in a Mandarin-English Bilingual Program.
300 $a 218 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-04(E), Section: A.
500 $a Adviser: Yan Guo.
502 $a Thesis (Ph.D.)--University of Calgary (Canada), 2013.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a In Canadian schools, languages other than English and French are offered, such as Chinese, Spanish, German, and others. In order to help students in these programs develop to their fullest potentials, more research is necessary to explore the realities regarding students' construction of identifications through multiple languages and literacies. Most previous studies on multilingual children's literacies and identities have viewed literacy as a product and identity as an essential part of self associated with dimensions of culture, ethnicity, nationality, gender, religion, race, and generation. Little attention has been paid to the dynamic processes within children's multiple literacy practices and the proliferation of cultural flows, modes of belonging, and new practices of citizenship that mobilize minds and bodies with identifications beyond nation-states.
520 $a This study explores the multiplicity of how children in a Mandarin-English bilingual program become literate and how they form their sense of identities in a dynamic process. The study draws from a rhizomatic framework of transculturation, transnationalism, translanguaging and poststructural perspectives of literacies and identities as processes of becoming. Data for the study were collected by multiple methods: 1) classroom observations of eight students across their academic years of grade five and six, 2) semi-structured interviews with their parents, teachers, and the program coordinator, 3) students' documents and artifact collection, and 4) additional conversations and email communications with the students.
520 $a Results indicate that the multilingual children in the study exceeded language boundaries and revealed highly creative uses of languages. They were engaged in complex, multi-layered, fluid, and context-dependent multilingual communication in different social networks, challenged the dominant discourse of any fixed and hyphenated identity, and took on transcultural and transnational identities that allowed for comfortable circulation among different worlds. Meanwhile, their life experiences, virtual and actual, assembled in and across different contexts and contributed to their reading, reading the world, and self.
520 $a Implications of this research suggest the need to expand poststructural perspectives of literacies and identities to include multilingual and multicultural issues. Educators need to recognize they are teaching far more than the letters of the alphabet and unfold children's multiple and mobile identities to explore new possibilities for life. This research also provides insights to inform policy-makers concerning heritage language and bilingual teaching in Canada.
590 $a School code: 0026.
650 4 $a Bilingual education. $3 2122778
650 4 $a Language arts. $3 532624
650 4 $a Elementary education. $3 641385
690 $a 0282
690 $a 0279
690 $a 0524
710 2 $a University of Calgary (Canada). $b Educational Research. $3 2097170
773 0 $t Dissertation Abstracts International $g 75-04A(E).
790 $a 0026
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR96784